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Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF)

Specification

BTEC Specialist qualification

First teaching August 2014

Edexcel and BTEC qualifications are awarded by Pearson, the UK’s largest awarding body. We provide a wide range of qualifications including academic, vocational, occupational and specific programmes for employers. For further information, please visit our qualification websites at www.edexcel.com or www.btec.co.uk. Alternatively, you can get in touch with us using the details on our contact us page at www.edexcel.com/contactus.

Pearson: helping people progress, everywhere.

Pearson is the world’s leading learning company. Our aim is to help everyone progress in their lives through education. We believe in every kind of learning, for all kinds of people, wherever they are in the world. We’ve been involved in education for over 150 years, and by working across 70 countries in 100 languages we have built an international reputation for our commitment to high standards and raising achievement through innovation in education. Find out more about how we can help you and your learners at: www.pearson.com/uk

References to third party material made in this specification are made in good faith. Pearson does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)

All information in this specification is correct at time of publication.

Authorised by Martin Stretton Prepared by Cheryl Bott

ISBN 978 1 446 90974 4

All the material in this publication is copyright © Pearson Education Limited 2014

Contents

Purpose of this specification 1

1 Introducing Pearson BTEC Specialist qualifications 3

What are Pearson BTEC Specialist qualifications? 3

2 Qualification summary and key information 4

QCF qualification number and qualification title 5

Objective of the qualification 5

Relationship with previous qualifications 5

Progression opportunities through Pearson qualifications 5

Industry support and recognition 5

Relationship with National Occupational Standards 5

3 Qualification structure 6

Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) 6

4 Assessment 7

5 Recognising prior learning and achievement 8

Recognition of Prior Learning 8

Credit transfer 8

6 Centre resource requirements 9

7 Centre recognition and approval centre recognition 10

Approvals agreement 10

8 Quality assurance of centres 11

9 Programme delivery 12

10 Access and recruitment 13

11 Access to qualifications for learners with disabilities or specific needs 14

12 Units 15

Unit title 15

Unit reference number 15

QCF level 15

Credit value 15

Guided learning hours 15

Unit aim 15

Essential resources 15

Learning outcomes 15

Assessment criteria 16

Unit amplification 16

Information for tutors 16

Unit 1: Understanding the Events Industry 17

Unit 2: Understanding how to Research and Report Information to Plan and Organise an Event 28

Unit 3: Understanding Operational Event Planning 36

Unit 4: Understanding Health, Safety and Security at Events Sites 49

Unit 5: Understanding Event Setup and Breakdown 65

Unit 6: Understanding How to Manage the Running of an Event 75

Unit 7: Understanding Event Evaluation and Reporting 87

Unit 8: Understanding Working Relationships in the Events Industry 98

13 Further information and useful publications 108

14 Professional development and training 109

Annexe A 110

Mapping with National Occupational Standards 110

Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014

1

Purpose of this specification

The purpose of a specification as defined by Ofqual is to set out:

the qualification’s objective

any other qualification that a learner must have completed before taking the qualification

any prior knowledge, skills or understanding that the learner is required to have before taking the qualification

units that a learner must have completed before the qualification will be awarded and any optional routes

any other requirements that a learner must have satisfied before they will be assessed or before the qualification will be awarded

the knowledge, skills and understanding that will be assessed as part of the qualification (giving a clear indication of their coverage and depth)

the method of any assessment and any associated requirements relating to it

the criteria against which the learner’s level of attainment will be measured (such as assessment criteria)

any specimen materials

any specified levels of attainment.


2


3

1 Introducing Pearson BTEC Specialist qualifications

For more than 25 years, Pearson BTECs have earned their reputation as well-established, enduringly effective qualifications. They have a proven track record of improving motivation and achievement. Pearson BTECs also provide progression routes to the next stage of education or to employment.

What are Pearson BTEC Specialist qualifications?

Pearson BTEC Specialist qualifications are qualifications from Entry to Level 3 on the Qualifications and Credit Framework (QCF). They are work-related qualifications and are available in a range of sectors. They give learners the knowledge, understanding and skills they need to prepare for employment. They also provide career development opportunities for those already in work. These qualifications may be full-time or part-time courses in schools or colleges. Training centres and employers may also offer these qualifications.

Some Pearson BTEC Specialist qualifications are knowledge components in Apprenticeship Frameworks, i.e. Technical Certificates.

There are three sizes of Pearson BTEC Specialist qualification in the QCF:

Award (1 to 12 credits)

Certificate (13 to 36 credits)

Diploma (37 credits and above).

Every unit and qualification in the QCF has a credit value.

The credit value of a unit specifies the number of credits that will be awarded to a learner who has achieved the learning outcomes of the unit.

The credit value of a unit is based on:

one credit for every 10 hours of learning time

learning time – defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes to the standard determined by the assessment criteria.


4

2 Qualification summary and key information

Qualification title Pearson BTEC Level 3 Certificate in the Principles of event Management (QCF)

QCF Qualification Number (QN) 601/1128/8

Qualification framework Qualifications and Credit Framework (QCF)

Regulation start date 29/08/2013

Operational start date 01/08/2014

Approved age ranges 16-18

19+

Credit value 30

Assessment Centre-devised assessment (internal assessment)

Guided learning hours 192

Grading information The qualification and units are at pass grade.

Entry requirements No prior knowledge, understanding, skills or qualifications are required before learners register for this qualification. However, centres must follow the Pearson Access and Recruitment policy (see Section 10 Access and recruitment)


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QCF qualification number and qualification title

Centres will need to use the QCF Qualification Number (QN) when they seek public funding for their learners. As well as a QN, each unit within a qualification has a QCF unit reference number (URN).

The qualification title, unit titles and QN will appear on each learner’s final certificate. You should tell your learners this when your centre recruits them and registers them with us. There is more information about certification in the Edexcel Information Manual, available on our website: www.edexcel.com

Objective of the qualification

The Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) is for learners who work in, or want to work within, the area of event venues, events organisation or events exhibitions.

It gives learners the opportunity to:

develop knowledge related to the events industry, planning events, health and safety, setup and breakdown, managing the running of events, evaluation and reporting and working relationships

achieve a nationally-recognised Level 3 qualification.

Relationship with previous qualifications

This qualification is a replacement for the EDI Level 3 Certificate in the Principles of Event Management (QCF).

Progression opportunities through Pearson qualifications

Learners who have achieved the Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) can progress to the Pearson Edexcel Level 3 NVQ Diploma in Event Management (QCF) or towards professional and higher-level qualifications.

Industry support and recognition

This qualification is supported by People 1st, the Skills Council for hospitality, passenger transport, travel and tourism.

Relationship with National Occupational Standards

This qualification relates to the National Occupational Standards in Event Management and Temporary Structures. The mapping document in Annexe A shows the links between the units within this qualification and the National Occupational Standards.

http://www.edexcel.com/�


6

3 Qualification structure

Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF)

The learner will need to meet the requirements outlined in the table below before Pearson can award the qualification.

Minimum number of credits that must be achieved 30

Unit Unit reference number

Mandatory units Level Credit Guided learning hours

1 L/600/8549 Understanding the Events Industry 3 3 19

2 F/600/8550 Understanding how to Research and Report Information to Plan and Organise an Event

3 4 24

3 J/600/8551 Understanding Operational Event Planning

3 4 25

4 L/600/8552 Understanding Health, Safety and Security at Events Sites

4 5 40

5 R/600/8553 Understanding Event Setup and Breakdown

3 3 17

6 Y/600/8554 Understanding How to Manage the Running of an Event

4 4 25

7 D/600/8555 Understanding Event Evaluation and Reporting

3 3 18

8 H/600/8556 Understanding Working Relationships in the Events Industry

3 4 24

Centres should be aware that within the Level 3 qualification in this specification, learners will be required to meet the demands of unit(s) at Level 4. Centres are advised to consider the support, guidance and opportunities they give to learners to meet the demands of the higher level unit(s) during delivery and assessment of the qualification.


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4 Assessment

The table below gives a summary of the assessment methods used in the qualification.

Units Assessment method

All units Centre-devised assessment

Centre-devised assessment (internal assessment)

Each unit has specified learning outcomes and assessment criteria. To pass an internally assessed unit, learners must meet all the learning outcomes. Centres may find it helpful if learners index and reference their evidence to the relevant learning outcomes and assessment criteria.

Centres need to write assignment briefs for learners to show what evidence is required. Assignment briefs should indicate clearly which assessment criteria are being targeted.

Assignment briefs and evidence produced by learners must meet any additional requirements in the Information for tutors section of the unit.

Unless otherwise indicated in Information for tutors, the centre can decide the form of assessment evidence (for example, performance observation, presentations, projects, tests, extended writing) as long as the methods chosen allow learners to produce valid, sufficient and reliable evidence of meeting the assessment criteria.

Centres are encouraged to give learners realistic scenarios and maximise the use of practical activities in delivery and assessment.

To avoid over-assessment centres are encouraged to link delivery and assessment across units.

There is more guidance about internal assessment on our website. See Section 13. Further information and useful publications.


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5 Recognising prior learning and achievement

Recognition of Prior Learning

Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning.

Pearson encourages centres to recognise learners’ previous achievements and experiences in and outside the workplace, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning.

RPL enables recognition of achievement from a range of activities using any valid assessment methodology. If the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be sufficient, reliable and valid.

Further guidance is available in the policy document Recognition of Prior Learning Policy and Process, which is on our website: www.edexcel.com.

Credit transfer

Credit transfer describes the process of using a credit or credits awarded in the context of a different qualification or awarded by a different awarding organisation towards the achievement requirements of another qualification. All awarding organisations recognise the credits awarded by all other awarding organisations that operate within the QCF.

If learners achieve credits with other awarding organisations, they do not need to retake any assessment for the same units. The centre must keep evidence of credit achievement.


9

6 Centre resource requirements

As part of the approval process, centres must make sure that the resources requirements below are in place before offering the qualification.

Centres must have appropriate physical resources (for example, equipment, IT, learning materials, teaching rooms) to support the delivery and assessment of the qualification.

Staff involved in the assessment process must have relevant expertise and occupational experience.

There must be systems in place to ensure continuing professional development for staff delivering the qualification.

Centres must have appropriate health and safety policies in place relating to the use of equipment by learners.

Centres must deliver the qualifications in accordance with current equality legislation. For further details on Pearson’s commitment to the Equality Act 2010, please see Section 10 Access and recruitment and Section 11 Access to qualifications for learners with disabilities or specific needs. For full details on the Equality Act 2010, please go to: www.legislation.gov.co.uk


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7 Centre recognition and approval centre recognition

Centres that have not previously offered Pearson qualifications need to apply for, and be granted, centre recognition as part of the process for approval to offer individual qualifications.

Existing centres will be given ‘automatic approval’ for a new qualification if they are already approved for a qualification that is being replaced by a new qualification and the conditions for automatic approval are met.

Guidance on seeking approval to deliver Pearson BTEC qualifications is available at www.edexcel.com.

Approvals agreement

All centres are required to enter into an approval agreement that is a formal commitment by the head or principal of a centre to meet all the requirements of the specification and any associated codes, conditions or regulations. Pearson will act to protect the integrity of the awarding of qualifications. If centres do not comply with the agreement, this could result in the suspension of certification or withdrawal of approval.



11

8 Quality assurance of centres

Quality assurance is at the heart of vocational qualifications. The centre assesses Pearson BTEC qualifications. The centre will use quality assurance to make sure that their managers, internal verifiers and assessors are standardised and supported. Pearson use quality assurance to check that all centres are working to national standards. It gives us the opportunity to identify and provide support, if needed, to safeguard certification. It also allows us to recognise and support good practice.

For the qualifications in this specification, the Pearson quality assurance model will follow one of the processes listed below.

1 Delivery of the qualification as part of a BTEC apprenticeship (‘single click’ registration):

an annual visit by a Standards Verifier to review centre-wide quality assurance systems and sampling of internal verification and assessor decisions

2 Delivery of the qualification outside the apprenticeship:

an annual visit to the centre by a Centre Quality Reviewer to review centre-wide quality assurance systems

Lead Internal Verifier accreditation. This involves online training and standardisation of Lead Internal Verifiers using our OSCA platform, accessed via Edexcel Online. Please note that not all qualifications will include Lead Internal Verifier accreditation. Where this is the case, we will annually allocate annually a Standards Verifier to conduct postal sampling of internal verification and assessor decisions for the Principal Subject Area.

For further details, go to the UK BTEC Quality Assurance Handbook on our website.

http://www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx�


12

9 Programme delivery

Centres are free to offer the qualifications using any mode of delivery (for example full time, part time, evening only, distance learning) that meets their learners’ needs. Whichever mode of delivery is used, centres must make sure that learners have access to the resources identified in the specification and to the subject specialists delivering the units.

Those planning the programme should aim to enhance the vocational nature of the qualification by:

liaising with employers to make sure a course is relevant to learners’ specific needs

accessing and using non-confidential data and documents from learners’ workplaces

developing up-to-date and relevant teaching materials that make use of scenarios that are relevant to the sector

giving learners the opportunity to apply their learning in practical activities

including sponsoring employers in the delivery of the programme and, where appropriate, in the assessment

making full use of the variety of experience of work and life that learners bring to the programme.

Centres must make sure that any legislation taught is up to date.


13

10 Access and recruitment

Pearson’s policy regarding access to our qualifications is that:

they should be available to everyone who is capable of reaching the required standards

they should be free from any barriers that restrict access and progression

there should be equal opportunities for all those wishing to access the qualifications.

Centres are required to recruit learners to Pearson BTEC Specialist qualifications with integrity.

Applicants will need relevant information and advice about the qualification to make sure it meets their needs.

Centres should review the applicant’s prior qualifications and/or experience, considering whether this profile shows that they have the potential to achieve the qualification.

For learners with disabilities and specific needs, this review will need to take account of the support available to the learner during teaching and assessment of the qualification. The review must take account of the information and guidance in Section 11 Access to qualifications for learners with disabilities or specific needs.

Learners may be aged between 14 and 16 and therefore potentially vulnerable. Where learners are required to spend time and be assessed in work settings, it is the centre’s responsibility to ensure that the work environment they go into is safe.


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11 Access to qualifications for learners with disabilities or specific needs

Equality and fairness are central to our work. Pearson’s Equality Policy requires all learners to have equal opportunity to access our qualifications and assessments. It also requires our qualifications to be awarded in a way that is fair to every learner.

We are committed to making sure that:

learners with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to learners who do not share that characteristic

all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.

Learners taking a qualification may be assessed in British sign language or Irish sign language where it is permitted for the purpose of reasonable adjustments.

Further information regarding Access Arrangements can be found in the Joint Council for Qualifications (JCQ) document Access Arrangements, Reasonable Adjustments and Special Consideration for General and Vocational qualifications. Further details on how to make adjustments for learners with protected characteristics are given in the Supplementary Guidance for Reasonable Adjustment and Special Consideration in Vocational Internally Assessed Units.

The documents are on our website at www.edexcel.com/policies


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12 Units

Units have the following sections.

Unit title

The unit title is on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).

Unit reference number

Each unit is assigned a unit reference number that appears with the unit title on the Register of Regulated Qualifications.

QCF level

All units and qualifications within the QCF have a level assigned to them. There are nine levels of achievement, from Entry to Level 8. The QCF Level Descriptors inform the allocation of the level.

Credit value

When a learner achieves a unit, they gain the specified number of credits.

Guided learning hours

Guided learning hours are the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim for a programme. This definition covers lectures, tutorials and supervised study in, for example, open learning centres and learning workshops. It also includes assessment by staff where learners are present. It does not include time spent by staff marking assignments or homework where the learner is not present.

Unit aim

This gives a summary of what the unit aims to do.

Essential resources

This section lists any specialist resources needed to deliver the unit. The centre will be asked to make sure that these resources are in place when it seeks approval from Pearson to offer the qualification.

Learning outcomes

The learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning.


16

Assessment criteria

Assessment criteria specify the standard required by the learner to achieve each learning outcome.

Unit amplification

This section clarifies what a learner needs to know to achieve a learning outcome.

Information for tutors

This section gives tutors information on delivery and assessment. It contains the following subsections.

Delivery – explains the content’s relationship to the learning outcomes and offers guidance on possible approaches to delivery.

Assessment – gives information about the evidence that learners must produce, together with any additional guidance if appropriate. This section should be read in conjunction with the assessment criteria.

Indicative resource materials – lists resource materials that can be used to support the teaching of the unit, for example books, journals and websites.


17

Unit 1: Understanding the Events Industry

Unit reference number: L/600/8549

QCF level: 3

Credit value: 3

Guided learning hours: 19

Unit aim

This unit introduces learners to the events industry. It covers the considerable range of activities that fall within the scope of event management. Learners will research the various types of event, the significant range in size of events and the international nature of the industry. They will also look at how the events industry links with other industry sectors and the contribution it makes to the UK economy.

Finally, learners will investigate career pathways and evaluate the skills that can be gained through working in the events industry.

Essential resources

There are no special resources needed for this unit.

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of

even

ts a

nd t

ypes

of

venues

use

d, th

e eq

uip

men

t re

quired

, th

e hea

lth

and s

afet

y im

plic

atio

ns,

the

impac

t on s

ecurity

req

uirem

ents

, th

e non-

tick

etin

g a

rran

gem

ents

whic

h m

ake

it d

ifficu

lt t

o p

redic

t at

tendan

ce

num

ber

s

□

Sport

lei

sure

and r

ecre

atio

n s

ecto

r fe

ature

s in

clude

regio

nal

, nat

ional

an

d inte

rnat

ional

sco

pe

of

even

ts,

the

dura

tion a

nd t

imin

g o

f ev

ents

, th

e im

plic

atio

ns

for

secu

rity

, ac

cess

and t

ransp

ort

to a

nd f

rom

ven

ues

, th

e im

pac

t of

seve

re w

eath

er

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

20

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

D

efin

e th

e fo

ur

mai

n

funct

ions

within

the

even

ts

indust

ry

□

Four

mai

n f

unct

ions

within

the

even

ts indust

ry:

mee

tings,

ince

ntive

s,

confe

rence

s an

d c

onve

ntions,

and e

xhib

itio

ns

and e

vents

2.2

D

escr

ibe

the

pla

nnin

g a

nd

imple

men

tation c

ycle

for

even

ts

□

Plan

nin

g a

nd im

ple

men

tation c

ycle

for

even

ts:

iden

tify

aim

s of

even

t,

rese

arch

and iden

tify

mea

ns

of

del

iver

ing e

vent

aim

s, p

repar

e det

aile

d

pla

n t

o a

chie

ve a

ims,

eva

luat

e pla

n,

imple

men

t ev

ent

pla

n,

eval

uat

e ev

ent

□

Import

ance

of

ensu

ring e

ach p

has

e of

the

cycl

e is

com

ple

ted

2

Under

stan

d t

he

mai

n f

unct

ions

within

the

even

ts

indust

ry

2.3

Eva

luat

e th

e im

port

ance

of

each

phas

e in

the

even

t pla

nnin

g a

nd m

anag

emen

t cy

cle

□

Import

ance

of

the

diffe

rent

phas

es in e

vent

pla

nnin

g a

nd m

anag

emen

t:

iden

tify

ing a

ims

so t

hat

succ

ess

fact

ors

can

be

set

out

to judge

per

form

ance

and lat

er u

sed t

o e

valu

ate

the

even

t; p

repar

ing a

det

aile

d

oper

atio

nal

pla

n s

o t

hat

key

role

s an

d r

esponsi

bili

ties

can

be

assi

gned

, so

that

seq

uen

ces

of

task

s ca

n b

e se

t out

and d

eadlin

es a

gre

ed;

imple

men

ting t

he

pla

n s

o t

hat

all

invo

lved

can

monitor

pro

gre

ss o

f sp

ecific

phas

es a

gai

nst

dea

dlin

es,

so t

hat

inte

rven

tions

may

be

mad

e w

her

e nee

ded

to b

ring t

he

pla

n b

ack

to t

arget

; ev

aluat

ing t

he

even

t so

th

at s

ucc

ess

in m

eeting o

rigin

al a

ims

is a

ccura

tely

ass

esse

d a

nd u

sed t

o

pla

n f

utu

re e

vents

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

21

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

Id

entify

the

mai

n a

reas

of

legis

lation t

hat

cove

r th

e pla

nnin

g a

nd o

rgan

isat

ion o

f ev

ents

, in

cludin

g h

ealth a

nd

safe

ty a

nd c

ontr

act

law

□

Mai

n a

reas

of

legis

lation t

hat

cove

r th

e pla

nnin

g a

nd o

rgan

isat

ion o

f ev

ents

: hea

lth a

nd s

afet

y, c

ontr

act

law

, hum

an r

esourc

es a

nd

emplo

ymen

t, e

vents

ven

ue

legis

lation

3.2

Exp

lain

the

implic

atio

ns

of

four

diffe

rent

area

s of

legis

lation f

or

the

pla

nnin

g

and o

rgan

isat

ion o

f ev

ents

□

Implic

atio

ns

of

diffe

rent

legis

lation f

or

the

pla

nnin

g a

nd o

rgan

isat

ion o

f ev

ents

: em

plo

ymen

t co

nditio

ns

for

even

t st

aff,

ris

k as

sess

men

t of

venues

, le

gal

res

ponsi

bili

ties

of

contr

acto

rs,

liabili

ties

of

even

t st

aff,

co

ntr

acto

rs

□

How

thes

e af

fect

how

to p

lan f

or

safe

ty a

nd w

ellb

eing f

or

diffe

rent

even

ts a

t diffe

rent

venues

3.3

D

escr

ibe

the

mai

n e

thic

al

and s

oci

al iss

ues

that

affec

t th

e ev

ents

indust

ry

□

Soci

al a

nd e

thic

al iss

ues

: prioritisi

ng t

he

wel

fare

of

those

att

endin

g

even

ts o

ver

pro

fit,

ensu

ring s

taff

ing a

nd f

acili

ties

are

adeq

uat

e to

m

ainta

in s

afet

y; m

arke

ting a

nd s

ellin

g e

thic

ally

, ta

king into

acc

ount

loca

l co

mm

unity

nee

ds,

envi

ronm

enta

l im

pac

t an

d s

ust

ainab

ility

of

reso

urc

es w

hen

org

anis

ing e

vents

3

Under

stan

d t

he

legal

, so

cial

and

ethic

al f

ram

ework

fo

r ev

ents

3.4

Exp

lain

the

implic

atio

ns

of

four

diffe

rent

types

of

ethic

al a

nd s

oci

al c

once

rns

for

the

pla

nnin

g a

nd

org

anis

atio

n o

f ev

ents

□

Implic

atio

ns

of

ethic

al c

once

rns:

eth

ical

mer

chan

dis

ing s

uch

as

ensu

ring

that

ite

ms

on s

ale

at t

he

even

t ar

e et

hic

ally

sourc

ed a

nd s

old

; av

oid

ing

envi

ronm

enta

l im

pac

t at

the

venue

such

as

dam

age

to t

he

site

, in

adeq

uat

e w

aste

contr

ol or

man

agem

ent,

nois

e; u

sing s

ust

ainab

le

reso

urc

es f

or

the

even

t su

ch a

s usi

ng r

ecyc

led m

ater

ials

□

Soci

al c

once

rns:

pla

nnin

g f

or

the

wel

fare

of

those

att

endin

g t

he

even

t su

ch a

s pro

vidin

g a

deq

uat

e re

st r

oom

s, t

ransp

ort

and a

cces

s to

the

venue

or

a ra

nge

of

food t

hat

mee

ts t

he

nee

ds

of

diffe

rent

ages

, gro

ups

and e

thnic

origin

s; h

ow

eth

ical

and s

oci

al c

once

rns

may

det

er

atte

ndan

ce o

r re

duce

tim

e sp

ent

at t

he

even

t; h

ow

conce

rns

may

cre

ate

adve

rse

public

ity

and im

pac

t on f

utu

re e

vents

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

22

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.1

Com

par

e th

e purp

ose

of

two

contr

asting s

ecto

rs o

f th

e ev

ents

indust

ry

□

How

the

diffe

rent

even

t se

ctors

contr

ast

in p

urp

ose

: th

e m

ain a

ims

of

the

diffe

rent

even

t se

ctors

, e.

g.

finan

cial

pro

fit,

tec

hnolo

gic

al

adva

nce

men

t, incr

easi

ng s

ales

, at

trac

ting p

ote

ntial

buye

rs a

nd

cust

om

ers,

chan

gin

g lifes

tyle

s, influen

cing o

pin

ions

or

inte

rest

; how

ai

ms

are

short

ter

m a

nd long t

erm

; how

som

e ai

ms

ove

rlap

4.2

D

escr

ibe

the

div

ersi

ty o

f th

e diffe

rent

types

of

org

anis

atio

ns

that

mak

e up

the

even

ts indust

ry

□

Div

erse

nat

ure

of

the

even

ts indust

ry:

larg

e m

ulti-

nat

ional

org

anis

atio

ns,

e.g

. au

tom

otive

, bea

uty

and f

ashio

n,

sport

s gove

rnin

g

bodie

s; s

mal

l org

anis

atio

ns

work

ing a

t a

loca

l or

regio

nal

lev

el,

e.g.

food

pro

duce

rs;

com

munity

gro

ups;

org

anis

atio

ns

that

pro

vide

support

or

serv

ices

for

even

ts,

e.g.

cate

ring,

secu

rity

, tr

ansp

ort

, sp

ecia

l ef

fect

s,

mar

keting a

nd p

rom

otion,

tick

etin

g a

nd s

ales

4.3

Com

par

e th

e ec

onom

ic a

nd

soci

al v

alue

of

two

contr

asting s

ecto

rs o

f th

e ev

ents

indust

ry

□

How

the

diffe

rent

sect

ors

contr

ast

in e

conom

ic a

nd s

oci

al v

alue;

how

the

diffe

rent

sect

ors

contr

ibute

eco

nom

ical

ly,

e.g.

thro

ugh e

mplo

ying

peo

ple

, ta

xable

pro

fits

, purc

has

ing s

upplie

s, e

mplo

ying c

ontr

acto

rs a

nd

sub-c

ontr

acto

rs,

gen

erat

ing inco

me

for

loca

l co

mm

unity

busi

nes

ses,

in

crea

sing t

ake-

up a

nd u

se o

f ve

nues

and f

acili

ties

; how

the

diffe

rent

sect

ors

contr

ibute

soci

ally

, e.

g.

thro

ugh c

reat

ing loca

l in

tere

st in v

enues

or

even

ts,

thro

ugh h

ighlig

hting loca

l nee

ds,

thro

ugh im

pro

ving a

cces

s to

ve

nues

and t

hei

r su

rroundin

gs

4

Under

stan

d t

he

key

feat

ure

s of

two c

ontr

asting

sect

ors

of

the

even

ts indust

ry

4.4

Exp

lain

fac

tors

drivi

ng

chan

ge

in t

wo c

ontr

asting

sect

ors

□

Fact

ors

drivi

ng c

han

ge

in t

he

diffe

rent

sect

ors

: dem

and f

or

live

even

ts,

incr

ease

in s

mal

l sc

ale

even

ts,

gre

ater

spec

ialis

m o

f ev

ents

, th

e nee

d f

or

more

eff

ective

mer

chan

dis

ing a

t ev

ents

, et

hic

al a

nd e

nvi

ronm

enta

l fa

ctors

influen

cing a

tten

dan

ce a

t ev

ents

□

How

thes

e fa

ctors

im

pac

t on t

he

diffe

rent

even

t se

ctors

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

23

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.5

D

escr

ibe

the

typic

al r

ange

of

even

ts t

hat

tak

e pla

ce in

two c

ontr

asting s

ecto

rs

□

Typ

ical

ran

ge

of

even

ts in t

he

sect

ors

: m

usi

c an

d t

he

arts

sec

tor,

e.g

. cl

assi

cal an

d p

op c

once

rts,

musi

c fe

stiv

als,

rad

io r

oad

show

s; b

eauty

, fa

shio

n a

nd c

osm

etic

s, e

.g.

road

show

s, p

rom

otions,

exh

ibitio

ns,

pro

duct

lau

nch

es;

auto

motive

, e.

g.

show

s, d

ispla

ys,

com

pet

itio

ns,

pro

duct

lau

nch

es;

reta

il, h

osp

ital

ity,

food a

nd d

rink,

e.g

. fe

stiv

als,

ban

quet

s, p

roduct

lau

nch

es,

exhib

itio

ns;

sport

rec

reat

ion a

nd lei

sure

, e.

g.

sport

s m

atch

es,

tourn

amen

ts, m

arat

hons,

confe

rence

s, c

om

munity

even

ts,

fire

work

dis

pla

ys

4.6

Exp

lain

the

role

s of

key

org

anis

atio

ns

in t

wo

contr

asting s

ecto

rs,

incl

udin

g a

ny

repre

senta

tive

an

d r

egula

tory

bodie

s an

d

trad

e as

soci

atio

ns

□

Role

s of

key

org

anis

atio

ns,

rep

rese

nta

tive

and r

egula

tory

bodie

s an

d

trad

e as

soci

atio

ns:

The

Ass

oci

atio

n o

f British

Pro

fess

ional

Confe

rence

O

rgan

iser

s, A

ssoci

atio

n o

f Eve

nt

Org

anis

ers,

Mee

ting I

ndust

ry

Ass

oci

atio

n,

Ass

oci

atio

n f

or

Con

fere

nce

s an

d E

vents

, Eve

nt

and

Ente

rtai

nm

ent

Man

agem

ent

Ass

oci

atio

n,

IMEX,

ICCA,

HSE,

Loca

l Auth

orities

, Sport

s G

ove

rnin

g B

odie

s, S

ecurity

Indust

ry A

uth

ority

4.7

Exp

lain

the

links

that

tw

o

contr

asting s

ecto

rs in t

he

indust

ry h

ave

with o

ther

in

dust

ries

□

Links

bet

wee

n t

he

various

even

ts s

ecto

rs a

nd o

ther

indust

ries

: se

curity

, hosp

ital

ity,

auto

motive

, ac

oust

ic e

ngin

eering,

logis

tics

, cu

stom

er

serv

ice,

const

ruct

ion,

gra

phic

des

ign,

med

ia,

tourism

, m

arke

ting a

nd

reta

il

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

24

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.1

Eva

luat

e th

ree

sourc

es o

f re

liable

and r

elev

ant

info

rmat

ion o

n c

aree

r pro

gre

ssio

n,

trai

nin

g a

nd

educa

tion in t

he

even

ts

indust

ry

□

Sourc

es o

f re

liable

and r

elev

ant

info

rmat

ion o

n c

aree

r pro

gre

ssio

n,

trai

nin

g a

nd e

duca

tion in t

he

even

ts indust

ry:

the

Nat

ional

Car

eers

Ser

vice

, G

uar

dia

n C

aree

rs,

Eve

nt

Jobse

arch

, lo

cal Colle

ges

and

Univ

ersi

ties

□

Ran

ge

of

trai

nin

g a

nd q

ual

ific

atio

n c

ours

es a

vaila

ble

loca

lly,

nat

ional

ly,

inte

rnat

ional

ly

5.2

D

escr

ibe

pote

ntial

car

eer

pat

hw

ays

in t

he

five

diffe

rent

sect

ors

within

the

even

ts indust

ry

□

Pote

ntial

car

eer

pat

hw

ays

in t

he

diffe

rent

sect

ors

within

the

even

ts

indust

ry:

what

exp

erie

nce

is

required

for

entr

y-le

vel jo

bs

in t

he

diffe

rent

sect

ors

, w

hat

pro

gre

ssio

n c

an b

e ex

pec

ted;

the

typic

al s

alar

y ra

nges

for

diffe

rent

leve

ls in t

he

indust

ry;

the

valu

e of

volu

nta

ry a

nd p

art-

tim

e jo

bs

in g

ainin

g e

xper

ience

; w

hat

eve

nt

org

anis

ers

look

for

in t

erm

s of

qual

itie

s, e

xper

tise

and e

xper

ience

for

even

t st

aff;

what

additio

nal

tr

ainin

g,

skill

s an

d q

ual

itie

s m

ay b

e re

quired

to p

rogre

ss in t

he

even

ts

indust

ry

5.3

Id

entify

the

qual

itie

s,

exper

tise

and e

xper

ience

re

quired

to p

rogre

ss in t

he

even

ts indust

ry

□

Qual

itie

s, e

xper

tise

and e

xper

ience

req

uired

to p

rogre

ss in t

he

even

ts

indust

ry incl

ude

pro

ject

man

agem

ent,

tim

e m

anag

emen

t an

d m

ulti-

task

ing,

team

work

ing,

pla

nnin

g a

nd o

rgan

isat

ion,

mar

keting a

nd

pro

motion,

effe

ctiv

e co

mm

unic

atio

ns,

pro

ble

m s

olv

ing,

work

ing t

o

finan

cial

tar

get

s, m

eeting d

eadlin

es,

dec

isio

n m

akin

g,

rem

ainin

g c

alm

under

pre

ssure

5

Under

stan

d

emplo

ymen

t an

d

care

er

opport

unitie

s in

th

e ev

ents

in

dust

ry

5.4

Exp

lain

how

ski

lls a

nd

know

ledge

acquired

in t

hei

r se

ctor

could

rel

ate

to job

opport

unitie

s el

sew

her

e

□

Tra

nsf

erab

le s

kills

: how

ski

lls a

nd k

now

ledge

acquired

in e

vent

man

agem

ent

could

rel

ate

to job o

ppor

tunitie

s el

sew

her

e, e

.g.

secu

rity

w

ork

, m

arke

ting a

nd p

rom

oting p

roduct

s, m

anag

ing t

eam

s, p

lannin

g

and o

rgan

isin

g w

ork

sch

edule

s, e

.g.

in logis

tics

or

man

ufa

cturing,

rese

arch

work

incl

udin

g d

ata

colle

ctio

n a

nd a

nal

ysis

, cu

stom

er s

ervi

ce


25


Delivery

This unit underpins all the other units in this qualification.

This unit should be delivered in a way that develops learner knowledge and understanding of effective working relationships and their value in planning and coordinating events.

Learners need to know and understand:

the key features of the events industry – the range of activities falling within scope

the legal, social and ethical framework for events

the economic contribution of the industry, its projected growth nationally

the international nature of the events industry

key organisations and representative bodies

possible career pathways

the range of transferable skills that can be gained through working in the events industry

A useful opening would be through small-group discussions, during which learners can exchange their experiences of attending different events, for example music festival or concert – indoor/outdoor, sports event – indoor/outdoor, single or multiple locations, banquet, presentation, public meeting etc both in this country and overseas. The discussion should focus on how the events were managed, the role of the events organiser and how they feel the events could have been improved. Aspects of the events such as security, size and suitability of venue, facilities, transport, social, ethical and environmental issues should be considered. Tutors can take feedback on a flipchart or board and then share the findings of individual groups.

Assignments or case studies could include researching the range of events held within a 50-mile radius of the learner’s home over a period of six months, categorising these and summarising the key factors – size, type, client group, venue – that would have been part of the planning process for one or more of the events. Learners should then be encouraged to look at two contrasting events, comparing how these are staged and managed. Specific attention should be paid to the social, ethical and environmental factors for these. The different roles of event organisers, security professionals, local authority officers, emergency services officers and suppliers should be explored. This could be enhanced, for example through watching video footage of events or listening to event professionals.

This research could be presented via presentation and include an evaluation against possible critical success factors for the event and options for improvement.

Knowledge of the events management industry will be enhanced through active involvement. Wherever possible, learners should have the opportunity to work with event management professionals or those involved in events so that they can experience the different aspects and how these contribute to the overall operation of the event. This could be as an event volunteer or through work shadowing.


26

Assessment

Learners must meet all assessment criteria to pass the unit.

The predominant source of evidence for this unit is likely to be the case study/assignment and research as outlined above.

Assessment should be planned to ensure efficient and effective gathering of evidence, through holistic tasks and activities. These should enable learners to produce valid, sufficient and reliable evidence that relates directly to the assessment criteria. Centres are encouraged to emphasise the practical application of knowledge and understanding in a work related setting.

Suggested resources

Textbooks

Bowdin G, Allen J, O’Toole W, Harris R, McDonnell I – Events Management (Routledge, 3rd edition, 2011) ISBN 978-1-85617-818-1

Capell L – Event Management for Dummies (J. Wiley & Sons, 2013) ISBN 978-1-11859-112-3

Gaur S – Event Marketing and Management (Vikas Publishing House, 2009) ISBN 978-8-12591-449-5

Goldblatt J – Special Events: Best Practices in Modern Event Management (Van Nostrand Reinhold, 2nd edition, 1997) ISBN 0-442-02207-7

HSE – Event Safety Guide (HSE, 1999) ISBN 978-0-71762-453-9

HSE – Guide to Risk Assessment (HSE, 2011) ISBN 978-0-71766-440-5

HSE – Managing Crowds Safely: A Guide for Organisers at Events and Venues (HSE, 2000) ISBN 978-0-71761-834-7

O’Hara B, Beard M – Music Event and Festival Management (Wise Publications, 2006) ISBN 978-1-92102-973-8

Shone A, Parry B – Successful Event Management (Cengage Learning EMEA, 2004) ISBN 978-1-84480-076-6

Van der Wagen L – Human Resource Management for Events: Managing the Event Workforce (Butterworth-Heinemann, 2006) ISBN 978-0-75066-998-6

Journals and/or magazines

Event Organiser (The Event Services Association)

International Journal of Contemporary Hospitality Management (Emerald Group Publishing Ltd)

International Journal of Event and Festival Management (Emerald Group Publishing Ltd)

International Journal of Event Management Research (Emerald Group Publishing Ltd)

International Journal of Hospitality and Event Management (Emerald Group Publishing Ltd)

Journal of Hospitality, Leisure, Sport and Tourism Education (Elsevier)

http://www.cabdirect.org/search.html?q=au%3A%22Goldblatt%2C+J.+J.%22�


27

Websites

http://careers.theguardian.com/careers-blog/events-management

Careers advice

www.creative-choices.co.uk Information on a different creative sectors

www.eventjobsearch.co.uk/jobs/event-management/ Job search

www.eventmagazine.co.uk/Business/article/1035666/ Events-industry-worth361bn-read-full-report/

Event magazine

www.imex-frankfurt.com Exhibition

www.myjobsearch.com/careers/events-manager.html Information about Event Manager jobs

www.nationalcareersservice.direct.gov.uk/advice/ planning/jobprofiles/Pages/EventsManager.aspx

National Careers Service

www.raconteur.net/business/valuing-the-events-industry-for-economic-growth

Articles aimed at events professionals and business travellers

www.totalprofessions.com/profession-finder/sector-summaries/hospitality-and-events-management

Total professional – information about the sector


28

Unit 2: Understanding how to Research and Report Information to Plan and Organise an Event

Unit reference number: F/600/8550

QCF level: 3

Credit value: 4


Unit aim

This unit focuses on the importance of careful and thorough planning in order to ensure the success of an event. Learners will need to show how to gather information from a range of sources relevant to preparing an event. They will need to demonstrate how to critically review qualitative and quantitative information, analyse the reliability of the information sources and draw conclusions. Finally, learners must make and keep suitable records and formulate recommendations.

Essential resources


Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

29

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Exp

lain

the

import

ance

of

rese

arch

to p

lannin

g a

nd

org

anis

ing e

vents

□

Import

ance

of

rese

arch

to p

lannin

g a

nd o

rgan

isin

g e

vents

: to

ensu

re

pla

ns

for

the

even

t ar

e ac

cura

te a

nd c

om

ple

te;

to o

bta

in c

urr

ent

info

rmat

ion a

nd f

eedbac

k th

at m

ay im

pac

t on p

lannin

g t

he

even

t, e

.g.

chan

ges

in leg

isla

tion,

chan

ges

in lic

ensi

ng r

equirem

ents

, fe

edbac

k an

d

dat

a fr

om

sim

ilar

even

ts;

to e

nsu

re a

ll th

e in

form

atio

n is

colla

ted in

adva

nce

1.2

D

escr

ibe

the

types

of

info

rmat

ion t

hat

nee

d t

o b

e re

sear

ched

to p

lan a

nd

org

anis

e an

eve

nt

□

Typ

es o

f in

form

atio

n n

eeded

: th

e ty

pe

of

even

t, t

ype

of

venue,

e.g

. in

door,

outd

oor,

purp

ose

built

, te

mpora

ry;

spec

ific

req

uirem

ents

or

feat

ure

s of

the

venue,

e.g

. ca

pac

ity,

envi

ronm

enta

l is

sues

, pow

er

supplie

s, a

cces

s; d

ate,

tim

e an

d d

ura

tion,

pote

ntial

att

endan

ce,

contr

actu

al a

rran

gem

ents

, e.

g.

contr

acto

r/su

b-c

ontr

acto

rs t

o b

e use

d,

hea

lth a

nd s

afet

y re

quirem

ents

, tick

etin

g,

pro

motion a

nd s

ales

ar

rangem

ents

, st

affing,

secu

rity

, ac

cess

, tr

ansp

ort

, hosp

ital

ity

and

cate

ring r

equired

1

Under

stan

d h

ow

to

rese

arch

in

form

atio

n f

or

an

even

t

1.3

Critica

lly c

om

par

e diffe

rent

info

rmat

ion s

ourc

es t

hat

m

ay b

e use

d t

o o

bta

in

info

rmat

ion r

elev

ant

to

pla

nnin

g a

nd o

rgan

isin

g a

n

even

t

□

Diffe

rent

info

rmat

ion s

ourc

es t

hat

cou

ld b

e re

sear

ched

, e.

g.

inte

rnet

, m

edia

, org

anis

atio

nal

rec

ord

s an

d r

eport

s, loca

l au

thority

rec

ord

s an

d

report

s, H

SE r

ecord

s an

d r

eport

s, s

pec

ialis

t ev

ent

staf

f, s

ecurity

pro

fess

ional

s, s

oci

al m

edia

sites

, cu

stom

er s

urv

eys

□

Why

it is

import

ant

to a

sses

s th

ese

for

relia

bili

ty;

why

som

e m

ay b

e bas

ed o

n p

erso

nal

opin

ions;

how

som

e dat

a m

ay b

e unduly

influen

ced

by

uniq

ue

circ

um

stan

ces,

e.g

. se

vere

wea

ther

, tr

ansp

ort

and logis

tica

l pro

ble

ms,

maj

or

inci

den

ts

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

30

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.4

Critica

lly c

om

par

e th

e re

sear

ch m

ethods

that

may

be

use

d t

o p

lan a

nd

org

anis

e an

eve

nt

□

Res

earc

h m

ethods

to u

se:

per

sonal

inte

rvie

ws,

dis

cuss

ions,

rea

din

g

report

s an

d s

um

mar

ies,

anal

ysin

g r

aw d

ata

from

eve

nts

, re

adin

g c

ase

studie

s of

even

ts,

e.g.

in t

rade

journ

als,

in o

ffic

ial public

atio

ns

□

How

to d

ecid

e w

hic

h k

ey a

spec

ts o

f in

form

atio

n a

re n

eeded

to p

lan a

nd

org

anis

e th

e ev

ent

□

Import

ance

of

def

inin

g s

pec

ific

info

rmat

ion n

eeded

or

rese

arch

to b

e under

take

n,

allo

win

g s

uff

icie

nt

tim

e to

com

ple

te r

esea

rch,

how

to

del

egat

e so

me

aspec

ts o

f re

sear

ch t

o o

ther

s, e

.g.

dat

a co

llect

ion a

nd

anal

ysis

, ar

rangin

g inte

rvie

ws

1.5

Exp

lain

how

to s

elec

t th

e m

ost

appro

priat

e an

d

relia

ble

info

rmat

ion s

ourc

es

and r

esea

rch m

ethods

□

Sel

ecting info

rmat

ion s

ourc

es a

nd r

esea

rch m

ethods:

how

to t

ake

into

ac

count

per

sonal

pre

fere

nce

s as

oppos

ed t

o p

rofe

ssio

nal

opin

ions

when

gat

her

ing info

rmat

ion;

the

import

ance

of

ensu

ring d

ata

is c

urr

ent,

ac

cura

te a

nd c

om

ple

te;

how

dat

a ca

n b

e sk

ewed

thro

ugh e

rrors

or

om

issi

ons;

the

import

ance

of

cros

s ch

ecki

ng d

ata

usi

ng d

iffe

rent

sourc

es;

how

to b

alan

ce o

ut

the

concl

usi

ons

dra

wn f

rom

dat

a an

d

opin

ions;

the

import

ance

of

sele

ctin

g r

elia

ble

info

rmat

ion s

ourc

es a

nd

rese

arch

met

hods

bef

ore

mak

ing r

ecom

men

dat

ions;

sel

ecting

info

rmat

ion s

ourc

es,

e.g.

bas

ed o

n r

eputa

tion,

bas

ed o

n indep

enden

ce,

bas

ed o

n e

xper

ience

1.6

Exp

lain

why

it is

import

ant

to m

ainta

in a

rec

ord

of

sourc

es t

o b

e use

d

□

Rec

ord

of

sourc

es t

o b

e use

d:

why

it is

import

ant

to k

eep r

ecord

s so

th

at t

hes

e ca

n b

e re

ferr

ed t

o lat

er,

so t

hat

thes

e ca

n b

e pro

vided

to t

he

rele

vant

peo

ple

, e.

g.

even

t sp

onso

r, v

enue

ow

ner

, lic

ensi

ng o

ffic

er,

even

t co

ord

inat

or;

ref

erring t

o s

ourc

es w

hen

eva

luat

ing t

he

even

t

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

31

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

Exp

lain

who w

ill n

eed t

o s

ee

the

outc

om

es o

f re

sear

ch

□

Outc

om

es o

f re

sear

ch:

the

range

of

peo

ple

who m

ay n

eed t

o s

ee

info

rmat

ion g

ather

ed,

e.g.

the

even

t sp

onso

r, loca

l co

mm

unity

gro

ups,

lo

cal au

thority

off

icer

s, e

vent

team

sta

ff,

venue

ow

ner

s an

d m

anag

ers,

co

ntr

acto

rs,

per

form

ers,

sec

urity

sta

ff;

how

cer

tain

info

rmat

ion m

ay

nee

d t

o b

e re

strict

ed

2.2

Exp

lain

why

it is

import

ant

to s

yste

mat

ical

ly a

nal

yse

info

rmat

ion w

hen

pla

nnin

g

and o

rgan

isin

g a

n e

vent

□

Import

ance

of

syst

emat

ical

ly a

nal

ysin

g t

he

info

rmat

ion:

to b

e co

nfiden

t in

its

acc

ura

cy a

nd c

om

ple

tenes

s, s

o t

hat

all

aspec

ts o

f th

e ev

ent

hav

e bee

n c

ove

red,

so t

hat

mea

nin

gfu

l co

ncl

usi

ons

can b

e dra

wn;

so t

hat

pla

ns

are

not

dev

eloped

bas

ed o

n inac

cura

te d

ata,

e.g

. an

tici

pat

ed

audie

nce

, ve

nue

capac

ity;

so t

hat

budget

and r

esourc

e nee

ds

are

bas

ed

on a

ccura

te info

rmat

ion;

what

mig

ht

hap

pen

if

inco

rrec

t or

inac

cura

te

info

rmat

ion is

use

d t

o p

lan a

n e

vent,

e.g

. ve

nue

is inap

pro

priat

e,

staf

fing r

equirem

ents

are

inco

rrec

t, e

quip

men

t is

adeq

uat

e, b

udget

is

insu

ffic

ient

2.3

D

escr

ibe

diffe

rent

met

hods

that

can

be

use

d t

o c

olla

te

and a

nal

yse

both

quan

tita

tive

and q

ual

itat

ive

info

rmat

ion

□

Anal

ysin

g q

ual

itat

ive

info

rmat

ion:

opin

ions,

rea

ctio

ns

and inte

ract

ions

of

even

t at

tendee

s, e

vent

staf

f, e

vent

sponso

rs,

offic

ials

etc

by

anal

ysin

g

feed

bac

k, s

urv

eys,

vid

eos

and f

ilms

of

even

ts,

revi

ewin

g r

ecord

s of

com

munic

atio

ns

rela

ted t

o e

vents

□

Anal

ysin

g q

uan

tita

tive

info

rmat

ion:

atte

ndan

ce e

stim

ates

, tick

etin

g a

nd

sale

s re

cord

s, inco

me

and e

xpen

diture

bre

akdow

n,

reco

rds

of

inci

den

ts,

safe

ty r

ecord

s

2

Under

stan

d h

ow

to

report

info

rmat

ion

to a

ssis

t th

e pla

nnin

g a

nd

org

anis

atio

n o

f an

ev

ent

2.4

D

escr

ibe

diffe

rent

form

ats

for

report

ing info

rmat

ion

□

Diffe

rent

form

ats

for

report

ing info

rmat

ion:

sum

mar

y w

ord

-pro

cess

ed

report

s, b

rief

ing n

ote

s, e

.g.

bulle

ted lis

ts;

det

aile

d f

indin

gs,

e.g

. re

port

s se

t out

under

hea

ded

sec

tions

with a

n index

, ap

pen

dic

es;

Pow

er P

oin

t pre

senta

tions,

web

-bas

ed p

rese

nta

tions,

DVD

vis

ual

tours

, e.

g.

of

an

even

t si

te,

verb

al r

eport

ing,

tabula

r su

mm

arie

s, g

raphic

s, e

.g.

char

ts,

map

s, p

hoto

s

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

32

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.5

Exp

lain

how

to s

elec

t th

e m

ost

appro

priat

e fo

rmat

for

report

ing info

rmat

ion

□

Sel

ecting t

he

most

appro

priat

e fo

rmat

to s

uit t

he

nee

ds

of

the

reci

pie

nt

and t

hei

r right

to k

now

info

rmat

ion;

consi

der

ing n

eeds

for

tim

elin

ess,

e.

g.

how

quic

kly

the

info

rmat

ion is

nee

ded

, w

hat

oth

er a

ctio

ns

or

pla

ns

are

dep

enden

t on t

he

info

rmat

ion b

eing r

eport

ed;

ensu

ring c

opie

s of

key

info

rmat

ion a

re p

rovi

ded

; en

suring c

onfiden

tial

info

rmat

ion is

mar

ked a

ccord

ingly

; usi

ng c

lear

lan

guag

e, r

einfo

rcin

g k

ey m

essa

ges

2.6

Exp

lain

how

to d

raw

co

ncl

usi

ons

and m

ake

reco

mm

endat

ions

□

Dra

win

g c

oncl

usi

ons

and m

akin

g r

ecom

men

dat

ions:

the

import

ance

of

bei

ng a

ble

to v

alid

ate

concl

usi

ons

by

refe

rence

to s

ourc

es u

sed a

nd d

ata

colle

cted

; offer

ing a

lter

nat

ive

reco

mm

endat

ions

with b

enef

its

and

issu

es;

prioritisi

ng r

ecom

men

dat

ions;

the

import

ance

of

reco

mm

endat

ions

bei

ng S

MART –

spec

ific

, m

easu

rable

, ac

hie

vable

, re

alis

tic

and t

ime

bound;

alig

nin

g r

ecom

men

dat

ions

to c

ritica

l su

cces

s fa

ctors

for

the

org

anis

atio

n o

r ev

ent

sponso

r


33


Delivery

This unit links to units on event planning and implementation.

This unit should be delivered in a way that develops learner knowledge and understanding of effective working relationships and their value in planning and coordinating events.


the importance of research when planning an event

how to identify and gather information required to aid planning

how to analyse qualitative and quantitative data and be confident of conclusions

how to present findings and make recommendations

A starting point could be for learners to select two different, contrasting events (for example small-scale indoor, small-scale outdoor, from different sectors) and initially to identify the information that would be required in order to plan these. Individuals could present these to colleagues and then use them as a platform for further discussion in smaller groups on where and how to obtain the information, how to check its reliability and how to present the information to colleagues. Tutors can take feedback on a flipchart or board and then share the findings of individual groups.

This could then be developed into an assignment/case study to look at two contrasting forthcoming events and summarise the information required to plan these. This research could be presented via a presentation and include an evaluation against possible critical success factors for the event.

Knowledge of event management planning gained through active involvement rather than through a purely theoretical context, is preferable. Wherever possible, learners should have the opportunity to work with event management professionals or those involved in events so that they can experience this.


34

Assessment


Assessment should be planned to ensure efficient and effective gathering of evidence, through holistic tasks and activities. For example, an assignment/ project to research an event opportunity, plan the event and implement the plan would also provide evidence of establishing and maintaining effective working relationships, understanding of health, safety and security requirements and how to setup and breakdown an event.

The main source of evidence for this unit is likely to be the assignment/case study outlined above. This should be based on actual events.

Simulation, such as role play, for example of an event-planning meeting with contractors or colleagues, should be as realistic as possible and should be discussed with the Standards Verifier to ensure that it is valid, fair and reliable as a source of evidence.

Additional evidence of knowledge and understanding can be gathered through professional discussion with the learner.


35

Suggested resources

Textbooks









Watt D – Event Management in Leisure and Tourism (Addison Wesley Longman Ltd, 1998) ISBN 0-582-35706-3








Websites

www.aeme.org Association for Events Management Education

www.businessballs.com/project.htm Free ethical learning and development resources

www.eventbrite.co.uk Find events in your local area

www.wrap.org.uk/category/sector/event-management

Helps businesses reduce waste, develop sustainable products and use resources in an efficient way


http://www.cabdirect.org/?q=0-582-35706-3�


36

Unit 3: Understanding Operational Event Planning

Unit reference number: J/600/8551

QCF level: 3

Credit value: 4


Unit aim

This unit focuses on the importance of careful and thorough planning in order to ensure the success of an event. Learners will need to show how to gather information from a range of sources relevant to preparing an event. They will need to demonstrate how to critically review qualitative and quantitative information, analyse the reliability of the information sources and draw conclusions. The importance of effective communications with colleagues and stakeholders and the need to follow procedures are emphasised. Finally, learners must make and keep suitable records and formulate recommendations.

Essential resources


Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

37

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Exp

lain

the

import

ance

of

rese

arch

ing t

he

ove

rall

stra

tegic

pla

n f

or

the

even

t prior

to d

etai

led p

lannin

g

□

Import

ance

of

rese

arch

ing t

he

ove

rall

stra

tegic

pla

n f

or

the

even

t prior

to d

etai

led p

lannin

g:

to e

nsu

re t

he

stra

tegic

pla

n f

or

the

even

t is

ac

cura

te a

nd c

om

pre

hen

sive

; to

obta

in c

urr

ent

info

rmat

ion a

nd

feed

bac

k w

hic

h m

ay im

pac

t on p

lannin

g t

he

even

t, e

.g.

chan

ges

in

legis

lation,

chan

ges

in lic

ensi

ng r

equirem

ents

, fe

edbac

k an

d d

ata

from

si

mila

r ev

ents

; to

ensu

re a

ll th

e in

form

atio

n is

colla

ted in a

dva

nce

□

Res

earc

hin

g u

sing p

erso

nal

inte

rvie

ws,

dis

cuss

ions,

rea

din

g r

eport

s an

d

sum

mar

ies,

anal

ysin

g r

aw d

ata

from

eve

nts

1.2

Exp

lain

the

import

ance

of

rese

arch

ing a

nd b

uild

ing o

n

the

succ

esse

s of

oth

er

sim

ilar

even

ts

□

Why

it is

import

ant

to r

esea

rch s

imila

r ev

ents

: to

build

on s

ucc

ess,

e.g

. by

iden

tify

ing a

spec

ts o

f an

eve

nt

whic

h w

ork

ed w

ell, a

nal

ysin

g t

he

reas

ons

for

this

and c

onsi

der

ing h

ow

this

may

be

exte

nded

, m

odifie

d o

r ad

apte

d t

o im

pro

ve im

pac

t; t

o lea

rn f

rom

mis

take

s, t

o iden

tify

asp

ects

nee

din

g im

pro

vem

ent;

to a

ntici

pat

e au

die

nce

nee

ds

corr

ectly;

to

intr

oduce

fac

ilities

, re

sourc

es t

o im

pro

ve t

he

even

t; t

o f

ore

cast

budget

re

quirem

ents

, se

curity

nee

ds

1.3

Id

entify

use

ful so

urc

es o

f in

form

atio

n o

n s

imila

r ev

ents

□

Sourc

es o

f in

form

atio

n o

n s

imila

r ev

ents

: in

tern

et,

med

ia,

org

anis

atio

nal

re

cord

s an

d r

eport

s, c

ase

studie

s in

tra

de

journ

als,

loca

l au

thority

re

cord

s an

d r

eport

s, H

SE r

ecord

s an

d r

eport

s, s

pec

ialis

t ev

ent

staf

f,

secu

rity

pro

fess

ional

s, s

oci

al m

edia

sites

, cu

stom

er s

urv

eys

1

Under

stan

d h

ow

to

rese

arch

eve

nts

1.4

Exp

lain

the

import

ance

of

keep

ing u

p t

o d

ate

with

curr

ent

pra

ctic

e in

eve

nt

pla

nnin

g

□

Import

ance

of

keep

ing u

p t

o d

ate

with c

urr

ent

pra

ctic

e in

eve

nt

pla

nnin

g:

to c

om

ply

with c

urr

ent

requirem

ents

, e.

g.

of

licen

sing

auth

ority

, of

the

HSE;

to r

efle

ct indust

ry b

est

pra

ctic

e, t

o m

ainta

in t

he

org

anis

atio

n’s

rep

uta

tion,

to e

nsu

re s

ucc

ess

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

38

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.5

Exp

lain

the

import

ance

of

seek

ing innova

tion in e

vent

pla

nnin

g

□

How

and w

hy

to b

e in

nova

tive

in e

vent

pla

nnin

g:

usi

ng n

ew v

isual

dis

pla

ys,

offer

ing t

icke

ting p

acka

ges

, usi

ng n

ew p

rom

otional

tec

hniq

ues

or

appro

aches

; bei

ng innov

ativ

e to

att

ract

med

ia a

tten

tion,

to e

nhan

ce

the

org

anis

atio

n’s

rep

uta

tion,

to g

ain n

ew c

ust

om

ers,

to f

ulfil

expec

tations

of

even

t sp

onso

rs,

to m

otiva

te e

vent

staf

f

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

39

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

D

escr

ibe

the

princi

ple

s an

d

met

hods

of

dev

elopin

g

det

aile

d p

lans

for

even

ts

□

Prin

ciple

s an

d m

ethods

of

dev

elop

ing d

etai

led p

lans

for

even

ts:

gat

her

ing info

rmat

ion r

elat

ing t

o t

he

venue,

e.g

. ca

pac

ity,

loca

tion o

f th

e st

ages

, bar

rier

s, f

ront-

of-

house

tow

ers,

del

ay t

ow

ers,

entr

ies

and

exit p

oin

ts,

emer

gen

cy r

oute

s, f

irst

-aid

and t

riag

e ar

eas,

posi

tionin

g o

f to

ilets

, m

erch

andis

ing s

talls

etc

; gat

her

ing info

rmat

ion s

pec

ific

to t

he

even

t: p

ote

ntial

att

endan

ce,

seat

ing r

equired

or

not

required

, se

curity

is

sues

, dat

e, d

ura

tion,

stak

ehold

er inte

rest

; al

loca

ting s

ub-h

eadin

gs

in

the

pla

n f

or

diffe

rent

aspec

ts o

f th

e ev

ent;

set

ting o

ut

tim

elin

es f

or

each

as

pec

t an

d e

ach s

tage

of

the

pla

n,

assi

gnin

g r

esponsi

bili

ties

for

each

as

pec

t, d

ecid

ing o

n s

equen

ce o

f pre

par

atio

ns

2.2

D

escr

ibe

what

a d

etai

led

pla

n s

hould

cove

r □

W

hat

a d

etai

led p

lan s

hould

cove

r: v

enue

des

ign,

sele

ctio

n o

f co

mpet

ent

work

ers,

sel

ection o

f co

ntr

acto

rs a

nd s

ub-c

ontr

acto

rs,

const

ruct

ion o

f th

e st

ages

, m

arquee

s, f

enci

ng;

del

iver

y an

d inst

alla

tion o

f eq

uip

men

t an

d s

ervi

ces

whic

h w

ill b

e use

d a

t th

e ev

ent,

e.g

. st

age

equip

men

t use

d

by

the

per

form

ers,

lig

hting,

public

addre

ss (

PA)

syst

ems;

effec

tive

cr

ow

d m

anag

emen

t st

rate

gie

s, s

ecurity

, tr

ansp

ort

man

agem

ent

stra

tegie

s an

d w

elfa

re a

rran

gem

ents

; st

rate

gie

s fo

r dea

ling w

ith f

ire,

firs

t ai

d,

contingen

cies

and m

ajor

inci

den

ts;

safe

rem

ova

l of

equip

men

t an

d s

ervi

ces;

contr

olli

ng r

isks

once

the

even

t is

ove

r, d

ism

antlin

g t

he

infr

astr

uct

ure

; co

llect

ion o

f ru

bbis

h a

nd w

aste

-wat

er d

isposa

l

2

Under

stan

d t

he

pro

cess

of

dev

elopin

g

det

aile

d p

lans

for

an e

vent

2.3

Exp

lain

the

import

ance

of

mak

ing t

he

pla

n c

onsi

sten

t w

ith t

he

ove

rall

goal

s,

obje

ctiv

es,

critic

al s

ucc

ess

fact

ors

and o

ther

re

quirem

ents

for

an e

vent

□

Why

it is

import

ant

to e

nsu

re t

he

pla

n is

consi

sten

t w

ith t

he

ove

rall

goal

s, o

bje

ctiv

es,

critic

al s

ucc

ess

fact

ors

and o

ther

req

uirem

ents

for

an

even

t; s

o t

hat

the

org

anis

atio

n’s

aim

s fo

r th

e ev

ent

are

achie

ved,

e.g.

impro

ved r

even

ue

targ

ets,

audie

nce

tar

get

s, p

rom

otion a

nd s

ales

; to

pro

vide

a co

her

ent

fram

ework

for

the

even

t; t

o e

nsu

re t

he

oper

atio

nal

pla

n f

ocu

ses

on w

hat

is

nee

ded

to d

eliv

er t

he

org

anis

atio

n’s

critica

l su

cces

s fa

ctors

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

40

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.4

D

escr

ibe

typic

al

requirem

ents

for

even

ts,

incl

udin

g leg

al a

nd

regula

tory

req

uirem

ents

□

Typ

ical

req

uirem

ents

for

even

ts:

the

range

of

legal

req

uirem

ents

for

diffe

rent

even

ts a

nd v

enues

, e.

g. H

ealth a

nd S

afet

y at

Work

Act

, M

anag

emen

t of

Hea

lth a

nd S

afet

y at

Work

(M

anag

emen

t),

Nois

e at

W

ork

, W

ork

at

Hei

ght,

Ele

ctrici

ty a

t W

ork

, The

Work

pla

ce (

Hea

lth,

Saf

ety,

and W

elfa

re),

CO

SH

H R

egula

tions,

Envi

ronm

enta

l Pr

ote

ctio

n,

Contr

olle

d W

aste

; in

dust

ry g

uid

elin

es f

or

even

ts c

ove

ring,

e.g.

met

hods

of

ensu

ring f

acili

ties

and s

taff

are

adeq

uat

e to

ensu

re s

afet

y an

d

wel

lbei

ng;

requirem

ents

for

maj

or

inci

den

t pla

ns,

con

tingen

cy p

lans,

oper

atio

nal

pla

ns

2.5

G

ive

10 e

xam

ple

s of

the

types

of

contingen

cies

that

m

ay o

ccur

with e

vents

□

Typ

es o

f co

ntingen

cies

that

may

occ

ur

with e

vents

: fire

, floods,

adve

rse

wea

ther

, ac

ciden

ts,

illnes

s, s

ecurity

inci

den

ts a

nd a

lert

s, s

truct

ura

l fa

ilure

, cr

ow

d s

urg

e or

colla

pse

, cr

ow

d d

isord

er,

ove

r-st

retc

hed

ca

pac

ity,

pow

er f

ailu

re,

equip

men

t m

alfu

nct

ion,

stru

ctura

l fa

ilings,

e.g

. of

stag

e, lig

hting r

igs,

mar

quee

s, t

ransp

ort

fai

lure

or

del

ays

impac

ting

on e

ntr

y an

d e

gre

ss

2.6

Exp

lain

how

to p

lan f

or

poss

ible

contingen

cies

□

H

ow

to p

lan f

or

pos

sible

contingen

cies

: th

rough lia

ison w

ith lic

ensi

ng

and c

ertify

ing a

uth

ority

and e

mer

gen

cy s

ervi

ces,

thro

ugh c

onsu

ltat

ion

with f

ello

w p

rofe

ssio

nal

s an

d e

xper

ts,

e.g.

secu

rity

, tr

ansp

ort

and

logis

tics

, hosp

ital

ity,

audio

tec

hnic

ians;

thro

ugh r

esea

rchin

g s

imila

r ev

ents

, ev

ents

wher

e co

ntingen

cies

occ

urr

ed;

the

import

ance

of

sett

ing

out

contingen

cy p

lans

clea

rly,

com

munic

atin

g t

hes

e to

rel

evan

t per

sonnel

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

41

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

D

escr

ibe

met

hods

of

allo

cating p

erso

nnel

and

oth

er r

esourc

es t

o p

lan

com

ponen

ts

□

Allo

cating p

erso

nnel

to d

iffe

rent

aspec

ts o

f th

e pla

n,

e.g.

by

refe

rence

to

num

ber

s an

d t

ypes

of

per

sonnel

nee

ded

to a

deq

uat

ely

staf

f th

e ev

ent,

by

iden

tify

ing a

nd m

atch

ing c

om

pet

enci

es r

equired

, on t

he

bas

is o

f per

sonal

itie

s su

ited

to t

he

even

t, b

y se

ekin

g v

olu

nte

ers

for

spec

ific

as

pec

ts,

on t

he

bas

is o

f se

nio

rity

within

the

org

anis

atio

n,

on t

he

bas

is o

f av

aila

bili

ty f

or

the

even

t, o

n t

he

bas

is o

f se

curity

cle

aran

ce

3.2

D

escr

ibe

met

hods

of

allo

cating p

hys

ical

res

ourc

es

to p

lan c

om

ponen

ts

□

Allo

cating r

esourc

es:

reso

urc

es a

re p

hys

ical

, e.

g.

equip

men

t, v

enue,

fa

cilit

ies,

pow

er,

tran

sport

; al

loca

ting t

o t

he

diffe

rent

com

ponen

ts o

f th

e pla

n,

e.g.

by

estim

atin

g r

equirem

ents

bas

ed o

n p

revi

ous

or

sim

ilar

even

ts,

by

prioritisi

ng b

ased

on iden

tified

critica

l su

cces

s fa

ctors

, bas

ed

on r

equirem

ents

iden

tified

in t

he

oper

atio

nal

pla

n f

or

the

even

t, b

ased

on a

vaila

bili

ty

3

Under

stan

d h

ow

to

allo

cate

peo

ple

an

d r

esourc

es t

o

pla

nned

eve

nt

activi

ties

3.3

D

escr

ibe

met

hods

of

allo

cating f

inan

cial

res

ourc

es

to p

lan c

om

ponen

ts

□

Allo

cating f

inan

cial

res

ourc

es:

how

to a

lloca

te a

nd m

anag

e budget

s in

lin

e w

ith t

he

even

t pla

n;

sett

ing o

ut

hea

din

gs

for

each

key

asp

ect

of

the

even

t, e

.g.

secu

rity

, tr

ansp

ort

, eq

uip

men

t, v

enue

hire,

sta

ffin

g,

public

ity,

tic

keting,

sale

s; a

ssig

nin

g b

udget

lim

its

for

each

hea

din

g

bas

ed o

n r

esea

rch a

nd info

rmat

ion a

bout

the

even

t; e

stim

atin

g c

ost

s fo

r ea

ch h

eadin

g;

addin

g in c

ontingen

cy f

unds;

monitoring a

ctual

and

antici

pat

ed s

pen

d a

gai

nst

eac

h h

eadin

g;

monitoring a

ctual

agai

nst

an

tici

pat

ed inco

me;

mak

ing a

dju

stm

ents

, e.

g.

vehem

ent

bet

wee

n

budget

hea

din

gs

to d

eal w

ith p

roble

ms

or

unex

pec

ted e

xpen

diture

; ag

reei

ng p

erso

ns

to a

uth

orise

spen

din

g,

agre

eing s

pen

d lim

its

and

auth

orities

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

42

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.1

D

escr

ibe

diffe

rent

met

hods

of

pre

senting p

lans

so t

hat

th

ey c

an b

e ea

sily

im

ple

men

ted

□

Pres

enting p

lans:

usi

ng d

iffe

rent

form

ats

so t

hat

they

can

be

easi

ly

under

stood a

nd im

ple

men

ted,

e.g. pre

senta

tions,

web

-bas

ed

pre

senta

tions,

ver

bal

rep

ort

ing,

tabula

r su

mm

arie

s, g

raphic

s, e

.g.

char

ts,

map

s, p

hoto

s; iden

tify

ing w

hen

to p

rese

nt

pla

ns

to a

chie

ve

max

imum

support

4.2

Exp

lain

the

import

ance

of

hav

ing t

he

agre

emen

t an

d

support

for

all ke

y st

akeh

old

ers

for

your

pro

gra

mm

e pla

ns

□

Import

ance

of

gai

nin

g s

upport

and a

gre

emen

t of

all st

akeh

old

ers:

st

akeh

old

ers

are

all in

div

idual

s or

org

anis

atio

ns

that

hav

e a

mat

eria

l,

legal

or

polit

ical

inte

rest

in t

he

even

t, e

.g.

com

mis

sionin

g a

gen

ts,

per

form

ers,

fac

ility

ow

ner

s an

d m

anag

ers,

contr

acto

rs,

supplie

rs,

secu

rity

offic

ials

, em

ergen

cy s

ervi

ces,

lic

ensi

ng a

uth

ority

off

icer

s; t

hose

w

ho m

ay b

e af

fect

ed b

y th

e ev

ent

or

rela

ted a

ctiv

itie

s, e

.g.

nei

ghbourh

ood o

r lo

cal co

mm

unity

mem

ber

s an

d g

roups,

mem

ber

s of

the

public

; how

to g

ain s

upport

by

consu

ltin

g in r

elat

ion t

o k

ey d

ecis

ions

and a

ctiv

itie

s, t

akin

g into

acc

ount

view

s, p

riorities

, ex

pec

tations

and

attitu

des

to p

ote

ntial

ris

ks;

the

import

ance

of

work

ing t

ow

ards

win

-win

si

tuat

ions

to e

nsu

re t

he

even

t is

succ

essf

ul

4.3

Id

entify

pla

nnin

g

info

rmat

ion t

hat

nee

ds

to b

e dis

sem

inat

ed t

o

stak

ehold

ers

□

Info

rmat

ion t

hat

nee

ds

to b

e dis

sem

inat

ed t

o d

iffe

rent

stak

ehold

ers,

w

hy

som

e in

form

atio

n m

ay b

e re

strict

ed

4

Under

stan

d t

he

pro

cess

of

final

isin

g d

etai

led

pla

ns

for

even

ts

4.4

D

escr

ibe

the

diffe

rent

met

hods

that

can

be

use

d t

o

dis

sem

inat

e ev

ent

pla

ns

to

stak

ehold

ers

□

Dis

sem

inat

ing e

vent

pla

ns:

the

diffe

rent

met

hods

that

can

be

use

d t

o

dis

sem

inat

e ev

ent

pla

ns

to s

take

hold

ers

and w

hen

to u

se t

hem

, e.

g.

phone,

em

ail, t

ext,

let

ter;

pro

toco

ls t

hat

should

be

follo

wed

when

ci

rcula

ting info

rmat

ion t

o s

take

hold

ers,

e.g

. co

pyi

ng in,

gro

up

circ

ula

tions;

when

iss

ues

of

secu

rity

or

confiden

tial

ity

affe

ct c

onta

ct a

nd

com

munic

atio

ns

with a

nd b

etw

een s

take

hold

ers

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

43

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.1

D

escr

ibe

the

typic

al

resp

onsi

bili

ties

of

an e

vent

org

anis

er a

t th

e pla

nnin

g

stag

e

□

Typ

ical

res

ponsi

bili

ties

of

an e

vent

org

anis

er:

pro

motion a

nd

man

agem

ent

of

the

even

t; p

repar

ing o

per

atio

nal

str

ateg

ies

for

crow

d

man

agem

ent,

tra

nsp

ort

man

agem

ent,

fire,

first

aid

, m

ajor

inci

den

t an

d

contingen

cies

; al

loca

tion o

f re

sponsi

bili

ties

for

diffe

rent

stag

es o

f th

e ev

ent;

monitoring c

om

ple

tion o

f ea

ch s

tage;

rep

ort

ing p

rogre

ss t

o e

vent

sponso

rs,

licen

sing a

uth

ority

; en

suring c

om

pet

enci

es o

f ev

ent

staf

f,

contr

acto

rs a

nd s

ub-c

ontr

acto

rs;

iden

tify

ing t

rain

ing n

eeded

for

even

t st

aff

5.2

D

escr

ibe

how

the

even

t org

anis

er’s

role

rel

ates

to

the

role

s of

oth

ers

in

rela

tion t

o p

lannin

g a

n e

vent

□

Eve

nt

org

anis

er’s

role

: th

e prim

e re

sponsi

bili

ty f

or

pro

tect

ing t

he

hea

lth,

safe

ty a

nd w

elfa

re o

f ev

eryo

ne

work

ing a

t, o

r at

tendin

g,

the

even

t; h

ow

th

is r

ole

rel

ates

to o

ther

s in

volv

ed in p

lannin

g a

n e

vent,

e.g

. si

te s

afet

y off

icer

, em

ergen

cy s

ervi

ces,

loca

l au

thority

lic

ensi

ng o

ffic

ers,

en

viro

nm

enta

l hea

lth o

ffic

ers,

sec

urity

advi

sers

, co

ntr

acto

rs,

even

t sp

onso

rs a

nd p

rom

ote

rs;

how

the

even

t org

anis

er’s

role

chan

ges

, e.

g.

liais

ing w

ith o

ther

s, c

oord

inat

ing t

hei

r in

put

into

the

pla

n,

del

egat

ing

cert

ain t

asks

such

as

rese

arch

and d

ata

colle

ctio

n,

secu

rity

ar

rangem

ents

, hosp

ital

ity;

how

the

even

t org

anis

er m

ust

res

pond t

o

and m

eet

the

requirem

ents

of

the

licen

sing a

uth

ority

and e

mer

gen

cy

serv

ices

5.3

D

escr

ibe

the

mai

n

resp

onsi

bili

ties

of

colle

agues

w

ith w

hom

the

even

t pla

nner

will

work

when

dev

elopin

g d

etai

led p

lans

□

Mai

n r

esponsi

bili

ties

of

colle

agues

: lia

ison w

ith c

ontr

acto

rs,

sub-

contr

acto

rs,

licen

sing o

ffic

ers,

eve

nt

sponso

rs,

per

form

ers,

saf

ety

offic

ers;

pro

vidin

g u

pdat

es o

f pro

gre

ss,

pro

ble

ms,

dev

elopin

g iss

ues

for

each

asp

ect

for

whic

h t

hey

hav

e re

sponsi

bili

ty,

seek

ing a

uth

orisa

tion

wher

e nec

essa

ry f

rom

the

even

t org

anis

er

5

Under

stan

d t

he

org

anis

atio

nal

co

nte

xt f

or

dev

elopin

g

det

aile

d e

vent

pla

ns

5.4

D

escr

ibe

an o

rgan

isat

ion’s

pro

cedure

s in

rel

atio

n t

o

dev

elopin

g d

etai

led p

lans

□

Org

anis

atio

nal

pro

cedure

s: p

roce

dure

s co

vering e

vent

pla

nnin

g a

nd

pre

par

atio

n;

the

import

ance

of

follo

win

g t

he

org

anis

atio

n’s

pro

cedure

s in

rel

atio

n t

o d

evel

opin

g d

etai

led p

lans,

what

could

hap

pen

if

pro

cedure

s ar

e not

follo

wed

, e.

g.

del

ays

with c

ontr

acto

rs,

issu

es n

ot

iden

tified

, pro

motion o

pport

unitie

s m

isse

d

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

44

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.5

D

escr

ibe

an o

rgan

isat

ion’s

st

yle

and m

ethods

for

dis

trib

uting p

lannin

g

info

rmat

ion

□

Org

anis

atio

n’s

sty

le a

nd m

ethods

for

dis

trib

uting p

lannin

g info

rmat

ion:

how

to p

rioritise

dis

sem

inat

ion o

f pla

nnin

g info

rmat

ion;

how

to o

bse

rve

pro

toco

ls w

hen

circu

lating info

rmat

ion w

ith c

olle

agues

and s

take

hold

ers,

e.

g.

copyi

ng in,

gro

up c

ircu

lations;

when

iss

ues

of

secu

rity

or

confiden

tial

ity

affe

ct c

onta

ct a

nd c

om

munic

atio

ns

with a

nd b

etw

een

colle

agues

and s

take

hold

ers;

how

to

ensu

re c

onta

ct is

secu

re a

nd

confiden

tial

, e.

g.

rest

rict

ed c

ircu

lation,

nee

d-t

o-k

now

bas

is;

when

to u

se

cert

ain m

ethods

of

com

munic

atio

ns,

e.g

. phone,

em

ail, t

ext,

let

ter;

why

it is

import

ant

to f

ollo

w a

gre

ed m

ethods

of

com

munic

atio

ns

and c

onta

ct

with c

olle

agues

and s

take

hold

ers;

the

impac

t on w

ork

ing r

elat

ionsh

ips

if

agre

ed c

om

munic

atio

n m

ethods

and p

roto

cols

are

not

follo

wed


45


Delivery

This unit links to all the other units in this qualification.

This unit should be delivered in a way that develops knowledge and understanding of effective working relationships, and their value in planning and coordinating events.


the importance of careful planning and preparation for an event

how to plan the event using project management techniques

who to consult with during the planning stage

the benefits of researching other events when planning

the range of communication methods that could be used

how to disseminate plans correctly

the processes and protocols to be followed with other organisations and stakeholders

the various legal and other requirements that must be taken into account during the planning stage

A starting point could be for learners to select two different types of events, for example small-scale indoor, small-scale outdoor, and initially to identify the key features of the two events that would need to be included in an operational plan. Individuals could present these to colleagues and then use them as a platform for further discussion in smaller groups on how to prioritise, allocate resources and establish timescales. Issues such as security, venue, facilities, transport, hospitality, safety and the environment should be covered. Tutors can take feedback on a flipchart or board and then share the findings of individual groups.

Further assignments or case studies could include preparing a detailed operational plan for the two types of event selected. Using the internet to identify similar events would help learners to understand the range of aspects that need to be considered in the planning stage. Alternatively, learners may have ideas for actual events which they intend to initiate, in which case, tutors should ensure that the proposed scale is sufficient to cover all aspects, and make modifications to the proposal as needed for the purposes of this unit. Learners should use project management techniques to plan the events, including Gantt charts to set out sequential implementation.

Knowledge of event preparation gained through active involvement rather than through a purely theoretical context is key. Wherever possible, learners should have the opportunity to interact with event management professionals, for example through presentations, workshops or work shadowing, so that they can discuss how event requirements are prioritised and monitored using operational plans.


46

Assessment


Assessment should be planned to ensure efficient and effective gathering of evidence, through holistic tasks and activities. For example, an assignment/project to research an event opportunity, plan the event and implement the plan would also provide evidence of establishing and maintaining effective working relationships, understanding of health, safety and security requirements and how to setup and breakdown an event.

Such integrated approaches enable learners to produce valid, sufficient and reliable evidence that relates directly to the assessment criteria efficiently and in a manner that is meaningful for a working role. Centres are strongly encouraged to emphasise the practical application of knowledge and understanding in a work-related setting.

The predominant source of evidence for this unit is likely to be product evidence of planning events – either naturally occurring from an event management role or during an assignment/project, as suggested above. Typical evidence would include, for example actual event plans, photos of wall charts showing event project planning, memos or emails to colleagues allocated to aspects of the event, communications with contractors, records of phone calls chasing progress against deadlines and summaries of event progress to stakeholders and colleagues.

If learners are employed it should be possible to observe them undertaking event-planning meetings, thereby gaining direct evidence of their ability to prioritise, make judgements on appropriate timescales, and adapt plans as needed to meet deadlines.

Witness testimony from colleagues, suppliers, contractors, officials and managers could be obtained verbally to provide evidence particularly of the learner’s organisational skills and interpersonal skills, for example calmness under pressure, liaising with others involved in the planning.

Additional evidence of knowledge and understanding may be gathered through professional discussion with learners. They should be encouraged to bring evidence of their performance to the discussion, so that this may be referred to as validation.

Simulation, such as role play, for example of an event-planning meeting with contractors or colleagues, should be as realistic as possible and should be discussed with the Standards Verifier to ensure that it is valid, fair and reliable as a source of evidence.


47

Suggested resources

Textbooks







HSE – Managing Contractors: A Guide for Employers (HSE, 2011) ISBN 978-0-71766-436-8











Other

Getz D – The Nature and Scope of Festival Studies (International Journal of Event Management Research) Volume 5, Issue 1 2010

Robinson R – Innovative Approaches to Event Management Education in Career Development: A Study of Student Experiences




48

Websites

www.aeme.org Association for Events Management Education


www.eventbrite.co.uk Find events in your local area

www.hse.gov.uk/event-safety Guidance on running events safely

www.wrap.org.uk/category/sector/event-management

Helps businesses reduce waste, develop sustainable products and use resources in an efficient way


49

Unit 4: Understanding Health, Safety and Security at Events Sites

Unit reference number: L/600/8552

QCF level: 4

Credit value: 5


Unit aim

This unit focuses on what learners must know and understand in relation to health, safety and security at event sites. The crucial importance of identifying and managing risk, and how this differs from event to event, is stressed. Learners must show that they understand the legal responsibilities and liabilities relating to health, safety and security at events. They are also required to know how to respond effectively and correctly to incidents and contingencies that might occur at different types of events or venues.

Essential resources


Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

50

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Exp

lain

the

thre

e m

ain

reas

ons

why

hea

lth a

nd

safe

ty a

t w

ork

is

import

ant

□

Why

hea

lth a

nd s

afet

y at

work

is

import

ant:

leg

al,

stat

uto

ry a

nd

org

anis

atio

nal

req

uirem

ents

for

all em

plo

yers

and e

mplo

yees

; to

pro

tect

public

saf

ety

and h

ealth,

to a

void

fat

alitie

s an

d s

erio

us

inju

ries

, to

pro

mote

public

confiden

ce a

nd a

ssura

nce

1.2

Exp

lain

the

import

ance

of

hea

lth a

nd s

afet

y in

the

even

ts/t

empora

ry

stru

cture

s’ indust

ry

□

Spec

ific

hea

lth a

nd s

afet

y re

quirem

ents

for

the

even

ts a

nd t

empora

ry

stru

cture

s in

dust

ry:

venue

safe

ty,

faci

litie

s an

d e

quip

men

t sa

fety

, e.

g.

stag

es,

lighting s

ets,

spec

ial ef

fect

s, incl

udin

g f

irew

ork

s, f

og,

lase

rs,

pro

ject

ions;

per

sonnel

saf

ety

incl

udin

g p

erso

nal

and m

edic

al w

elfa

re o

f th

ose

att

endin

g t

he

even

t

□

The

nee

d t

o c

onsi

der

eve

nt

site

rule

s, w

elfa

re f

acili

ties

, m

ust

er p

oin

ts,

fire

poin

ts,

firs

t-ai

d f

acili

ties

, em

ergen

cy c

onta

ct n

um

ber

s, a

cces

s an

d

egre

ss,

faci

litie

s an

d p

roce

dure

s fo

r peo

ple

with d

isab

ilities

1.3

Exp

lain

what

may

hap

pen

if

hea

lth a

nd s

afet

y pro

cedure

s ar

e not

pro

per

ly

imple

men

ted

□

Implic

atio

ns

if h

ealth a

nd s

afet

y is

com

pro

mis

ed:

inju

ries

or

acci

den

ts,

illnes

s, t

he

poss

ibili

ty o

f le

gal

act

ion if

hea

lth a

nd s

afet

y pro

cedure

s ar

e not

imple

men

ted,

loss

of

reputa

tion,

loss

of

public

eve

nts

lic

ence

□

Wid

er im

plic

atio

ns

if h

ealth a

nd s

afet

y re

quirem

ents

are

not

com

plie

d

with:

impac

t on p

eople

and p

roper

ty in p

roxi

mity

to t

he

even

t, p

ote

ntial

risk

s to

tra

nsp

ort

in t

he

loca

lity

1

Under

stan

d h

ealth

and s

afet

y in

the

even

ts indust

ry

1.4

Id

entify

indust

ry g

uid

elin

es

and g

ood p

ract

ice

on h

ealth

and s

afet

y

□

Guid

elin

es a

nd g

ood p

ract

ice

to f

ollo

w:

Eve

nt

Saf

ety

Guid

e (P

urp

le

Guid

e) a

nd G

uid

e to

Saf

ety

at S

port

s G

rounds

(Gre

en G

uid

e),

org

anis

atio

nal

guid

elin

es,

loca

l guid

elin

es;

HSE g

uid

ance

on h

ealth a

nd

safe

ty w

hen

usi

ng d

iffe

rent

equip

men

t an

d e

ffec

ts a

t ev

ents

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

51

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.5

Id

entify

the

mea

nin

g o

f sa

fety

sig

ns

and s

ymbols

use

d in t

he

indust

ry

□

Saf

ety

signs

and s

ymbols

: th

e le

gal

req

uirem

ents

that

must

be

com

plie

d

with,

e.g.

Hea

lth a

nd S

afet

y (S

afet

y Sig

ns

and S

ignal

s) R

egula

tions;

the

range

of

safe

ty s

igns

and s

ymbols

that

may

be

use

d a

t diffe

rent

types

of

even

ts,

e.g.

elec

tronic

scr

eens,

notice

s, illu

min

ated

sig

ns;

wher

e an

d

how

to f

ix t

hem

, w

hy

it is

import

ant

that

thes

e ar

e vi

sible

and e

asily

re

cognis

able

, w

hy

those

off

icia

ting a

nd a

tten

din

g e

vents

must

rec

ognis

e th

ese

and c

om

ply

with t

hem

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

52

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.6

Exp

lain

site

rule

s, w

elfa

re

faci

litie

s, m

ust

er p

oin

ts,

fire

poin

ts,

firs

t ai

d f

acili

ties

, em

ergen

cy c

onta

ct

num

ber

s, a

cces

s an

d e

gre

ss

and g

ener

al job b

rief

ing o

n a

ty

pic

al e

vents

site

□

Site

rule

s: r

ule

s la

id d

ow

n f

or

the

even

t to

contr

ol sa

fety

and s

ecurity

, to

ensu

re lic

ensi

ng c

onditio

ns

and leg

al r

equirem

ents

are

com

plie

d w

ith,

incl

udin

g s

pec

ific

res

ponsi

bili

ties

for

area

s an

d a

ctiv

itie

s, r

eport

ing

pro

cedure

s, c

ontingen

cy inst

ruct

ions,

contr

ol of

pro

hib

ited

ite

ms,

unau

thorise

d a

ctiv

itie

s, e

ntr

y co

nditio

ns,

sta

ndar

ds

and u

se o

f eq

uip

men

t, t

imin

g a

nd m

ethods

for

set-

up,

load

in,

load

out

and

bre

akdow

n;

rule

s ar

e ag

reed

with L

oca

l Auth

ority

off

icer

s, E

mer

gen

cy

serv

ices

, co

ntr

acto

rs

□

Wel

fare

fac

ilities

: re

st r

oom

s, t

oile

ts,

drinki

ng w

ater

□

Must

er p

oin

ts:

des

ignat

ed p

oin

ts a

cros

s th

e ev

ent

site

to g

ather

peo

ple

fo

r use

in a

n e

mer

gen

cy,

why

thes

e sh

ould

be

coded

, how

to e

nsu

re s

ite

map

s sh

ow

thes

e cl

early

and a

ccura

tely

, how

to p

lace

them

in s

afe

area

s

□

Fire

poin

ts:

acce

ss f

or

fire

ser

vice

veh

icle

s, t

urn

ing a

reas

, fire

ex

tinguis

hin

g e

quip

men

t

□

Firs

t-ai

d f

acili

ties

: tr

iage

area

s, f

irst

-aid

room

s, a

mbula

nce

par

king

area

s, w

ho is

resp

onsi

ble

for

mai

nta

inin

g

□

Em

ergen

cy c

onta

ct n

um

ber

s: F

ire,

Am

bula

nce

and P

olic

e co

nta

ct

num

ber

s, S

ite

Saf

ety

Super

viso

r or

Coord

inat

or’s

conta

ct n

um

ber

, pro

toco

ls f

or

conta

ctin

g e

ach

□

Acc

ess

and e

gre

ss:

for

diffe

rent

area

s of th

e si

te,

final

exi

t poin

ts,

rule

s fo

r co

ntr

olli

ng a

cces

s an

d e

gre

ss f

or

each

are

a, r

ule

s fo

r co

ntr

olli

ng t

he

per

imet

er,

rule

s to

ensu

re s

afet

y an

d lac

k of

obst

ruct

ion,

e.g.

wid

th,

dis

tance

s, r

amps,

lig

hting

□

Eve

nt

brief

ing:

how

site

rule

s ar

e a

cruci

al p

art

of

even

t brief

ings,

how

th

ese

chan

ge

dep

endin

g o

n t

he

even

t, t

he

audie

nce

pro

file

, ex

pec

ted

issu

es;

the

import

ance

of

ensu

ring e

vent

staf

f fu

lly u

nder

stan

d s

ite

rule

s at

the

brief

ing

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

53

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

Exp

lain

the

emplo

yers

’ re

sponsi

bili

ties

and lia

bili

ties

fo

r hea

lth a

nd s

afet

y at

w

ork

□

Em

plo

yer

resp

onsi

bili

ties

: H

ealth a

nd S

afet

y at

Work

, M

anag

emen

t of

Hea

lth a

nd S

afet

y at

Work

(M

anag

emen

t Reg

ula

tions)

, N

ois

e at

Work

, W

ork

at

Hei

ght,

Ele

ctrici

ty a

t W

ork

, The

Work

pla

ce (

Hea

lth,

Saf

ety,

and

Wel

fare

), C

OSH

H,

Envi

ronm

enta

l Pr

ote

ctio

n,

Contr

olle

d W

aste

; re

sponsi

bili

ties

rel

atin

g t

o h

azar

d iden

tifica

tion a

nd r

isk

asse

ssm

ent

of

venue

safe

ty,

faci

litie

s an

d e

quip

men

t, p

erso

nnel

saf

ety,

per

sonal

and

med

ical

wel

fare

of

those

offic

iating a

nd a

tten

din

g t

he

even

t si

te

incl

udin

g p

rovi

sion o

f firs

t ai

d,

toile

t an

d f

ood a

nd w

ater

fac

ilities

; sa

fe

dis

posa

l of

refu

se a

nd w

aste

; sa

fety

and w

ellb

eing o

f th

ose

im

pac

ted b

y th

e ev

ent,

e.g

. in

the

loca

lity

□

Em

plo

yer

liabili

ties

: public

lia

bili

ty f

or

dam

ages

, co

sts,

loss

, in

jury

in

curr

ed in c

onnec

tion w

ith t

he

even

t, e

.g.

pro

per

ty d

amag

e, inju

ry o

r dea

th,

illnes

s or

dis

ease

, w

ilful or

mal

icio

us

vandal

ism

; w

hy

it is

import

ant

to c

om

ply

with leg

al r

equirem

ents

and r

esponsi

bili

ties

for

public

lia

bili

ties

; how

insu

rance

can

be

inva

lidat

ed if

pro

cedure

s ar

e not

follo

wed

2

Under

stan

d

resp

onsi

bili

ties

and

liabili

ties

for

hea

lth

and s

afet

y at

ev

ents

sites

2.2

Exp

lain

eve

ry e

mplo

yee’

s re

sponsi

bili

ty a

nd lia

bili

ties

fo

r hea

lth a

nd s

afet

y at

w

ork

□

Em

plo

yee

resp

onsi

bili

ties

: le

gal

, org

anis

atio

nal

, in

dust

ry b

est

pra

ctic

e re

lating t

o h

azar

d iden

tifica

tion a

nd r

isk

asse

ssm

ent,

duty

of

care

to

ensu

re s

afet

y an

d w

ellb

eing o

f se

lf a

nd o

ther

s; t

he

import

ance

of

follo

win

g g

uid

elin

es a

nd p

roce

dure

s an

d e

nco

ura

gin

g o

ther

s to

do s

o;

the

implic

atio

ns

of

not

com

ply

ing w

ith g

uid

elin

es a

nd p

roce

dure

s

□

Additio

nal

res

ponsi

bili

ties

of

the

even

t su

per

viso

r: lia

isin

g w

ith

licen

sing/c

ertify

ing a

uth

ority

and e

mer

gen

cy s

ervi

ces,

super

visi

ng

contr

acto

rs in s

etup a

nd b

reak

dow

n,

man

agem

ent

and r

ecord

ing o

f co

ntr

ol pro

cedure

s, e

nsu

ring f

acili

ties

and s

taff

are

adeq

uat

e to

ensu

re

safe

ty a

nd w

ellb

eing,

pre

par

ing o

per

atio

nal

pla

n,

emer

gen

cy p

lan,

contingen

cy p

lan,

brief

ing e

vent

staf

f

□

Em

plo

yee

liabili

ties

: le

gal

duty

of

care

to m

ainta

in s

afet

y of

self a

nd

oth

ers

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

54

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.3

Exp

lain

a s

ite

super

viso

r’s

additio

nal

on-s

ite

resp

onsi

bili

ties

and lia

bili

ties

fo

r hea

lth a

nd s

afet

y

□

Super

viso

r’s

additio

nal

res

ponsi

bili

ties

and lia

bili

ties

for

hea

lth a

nd

safe

ty:

the

ove

rarc

hin

g d

uty

of

care

to w

ork

saf

ely

and t

o e

nsu

re t

he

safe

ty o

f oth

ers

incl

udin

g e

vent

per

sonnel

and m

ember

s of

the

public

, se

ttin

g a

pro

fess

ional

exa

mple

to e

vent

staf

f, a

ppoin

ting a

nd m

anag

ing

an e

vent

safe

ty c

oord

inat

or,

follo

win

g h

ealth a

nd s

afet

y re

quirem

ents

an

d g

uid

elin

es f

or

all as

pec

ts b

efore

, during a

nd a

fter

an e

vent,

e.g

. dra

win

g u

p o

per

atio

nal

pla

ns,

contingen

cy p

lans,

lia

isin

g w

ith

emer

gen

cy s

ervi

ces,

car

ryin

g o

ut

risk

ass

essm

ents

, m

anag

ing t

he

contr

ol of

entr

y an

d e

gre

ss,

monitoring s

ecurity

bef

ore

, during a

nd a

fter

th

e ev

ent,

ensu

ring h

osp

ital

ity

faci

litie

s m

eet

hea

lth a

nd s

afet

y re

quirem

ents

incl

udin

g f

ood s

afet

y, m

onitoring t

he

set-

up a

nd h

andlin

g

of

equip

men

t in

cludin

g s

pec

ial ef

fect

s, lig

hting a

nd s

ound s

yste

ms,

en

suring t

hat

equip

men

t is

use

d s

afel

y, a

rran

gin

g f

or

even

t per

sonnel

to

be

trai

ned

in h

ealth a

nd s

afet

y, e

nsu

ring t

hat

those

invo

lved

in

des

ignat

ed a

ctiv

itie

s at

the

even

t ar

e lic

ense

d,

report

ing o

n h

ealth a

nd

safe

ty incl

udin

g a

ny

inci

den

ts a

fter

the

even

t

2.4

Exp

lain

the

hea

lth a

nd

safe

ty r

esponsi

bili

ties

and

liabili

ties

of

oth

er p

eople

w

ork

ing o

n s

ite

□

Hea

lth a

nd s

afet

y re

sponsi

bili

ties

of

those

work

ing o

n s

ite:

the

requirem

ents

of

the

Hea

lth a

nd S

afet

y at

Work

Act

for

ever

yone

to w

ork

sa

fely

and b

e re

sponsi

ble

for

oth

ers’

saf

ety,

to f

ollo

w o

rgan

isat

ional

and

man

ufa

cture

r’s

inst

ruct

ions

when

usi

ng e

quip

men

t, t

o h

andle

and m

ove

eq

uip

men

t an

d load

s sa

fely

, to

res

pond t

o inju

ry o

r ill

nes

s co

rrec

tly;

lia

bili

ties

of

all on s

ite,

e.g

. so

und a

nd lig

ht

engin

eers

, st

age

tech

nic

ians,

se

curity

sta

ff,

close

pro

tect

ion s

taff

, ca

tering s

taff

, vo

lunte

ers;

why

it is

import

ant

to a

ct in a

ccord

ance

with t

he

even

t guid

elin

es,

to f

ollo

w e

vent

brief

ing inst

ruct

ions;

how

fai

lure

to d

o s

o m

ay c

reat

e haz

ards,

inva

lidat

e in

sura

nce

, dam

age

public

sta

ndin

g o

f th

e org

anis

atio

n

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

55

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

D

escr

ibe

the

step

s in

ris

k as

sess

men

t □

Fi

ve r

isk

asse

ssm

ent

step

s: iden

tify

ing t

he

risk

, dec

idin

g w

ho m

ay b

e har

med

and h

ow

, ev

aluat

ing t

he

risk

s an

d d

efin

ing p

reca

utions,

re

cord

ing a

nd im

ple

men

ting f

indin

gs,

rev

iew

ing

3.2

Exp

lain

the

diffe

rence

bet

wee

n ‘gen

eric

’ an

d

‘dyn

amic

’ risk

ass

essm

ent

and t

he

import

ance

of

each

□

Gen

eric

ris

k as

sess

men

t as

a f

ram

ework

to d

escr

ibe

how

all

risk

as

sess

men

ts f

or

even

ts a

re c

arried

out,

what

they

should

incl

ude,

how

th

ey s

et o

ut

par

amet

ers

agai

nst

whic

h o

per

atio

nal

pla

ns

and

contingen

cy p

lans

can b

e m

ade

□

Dyn

amic

ris

k as

sess

men

ts t

o b

e under

take

n f

or

spec

ific

eve

nts

both

bef

ore

and d

uring t

he

even

t; w

hy

it is

import

ant

to u

se b

oth

form

s of

risk

ass

essm

ent,

e.g

. to

res

pond t

o an

d c

ontr

ol in

ciden

ts,

to m

anag

e co

ntingen

cies

, to

eva

luat

e ch

angin

g s

ituat

ions

3.3

D

escr

ibe

the

typic

al h

azar

ds

that

may

occ

ur

when

w

ork

ing o

n s

ite,

e.g

. se

vere

w

eath

er,

under

gro

und a

nd

ove

rhea

d s

ervi

ces,

trip a

nd

fall

haz

ards,

etc

□

Typ

ical

haz

ards

that

may

occ

ur

at a

n e

vent

site

: fire

or

explo

sion,

seve

re w

eath

er,

floodin

g,

pow

er f

ailu

re,

dra

inag

e blo

cks,

trip a

nd f

all

haz

ards,

lac

k of

or

bre

akdow

n in f

acili

ties

, eq

uip

men

t m

alfu

nct

ion o

r bre

akdow

n,

crow

d s

urg

es o

r dis

ord

er,

vandal

ism

and d

amag

e to

fa

cilit

ies

or

equip

men

t, b

lock

ed o

r in

acce

ssib

le a

cces

s poin

ts

3.4

Exp

lain

the

risk

s as

soci

ated

w

ith e

ach o

f th

ese

haz

ards

□

Ris

ks t

hat

thes

e m

ay p

rese

nt

in d

iffe

rent

types

of

even

ts:

indoor,

outd

oor,

in o

pen

spac

es,

in c

onfined

are

as,

at s

ites

des

igned

for

public

ev

ents

, at

sites

not

des

igned

for

public

eve

nts

□

Ran

ge

of

risk

s: p

ote

ntial

inju

ry o

r fa

talit

y, d

amag

e to

public

hea

lth,

loss

of

amen

ity,

del

ay in e

vent

sched

ule

, bre

ach o

f se

curity

, lo

ss o

f per

sonal

poss

essi

ons,

dam

age

to t

he

envi

ronm

ent

3

Under

stan

d r

isk

asse

ssm

ent

and

contr

ol on e

vents

si

tes

3.5

Exp

lain

how

thes

e risk

s ca

n

be

elim

inat

ed o

r co

ntr

olle

d

□

How

to m

anag

e th

e risk

s: f

ollo

win

g c

ontingen

cy p

lans,

follo

win

g t

he

org

anis

atio

n’s

met

hod s

tate

men

t; t

he

import

ance

of

des

ignat

ing k

ey

per

sonnel

to m

onitor

spec

ific

are

as a

nd a

ctiv

itie

s; s

etting o

ut

report

ing

inte

rval

s an

d p

roto

cols

; usi

ng d

iffe

rent

met

hods

to m

onitor

and c

ontr

ol

risk

, e.

g.

obse

rvat

ion p

latf

orm

s, C

CTV,

radio

, per

sonal

surv

eilla

nce

, pat

rols

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

56

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.6

Exp

lain

what

a m

ethod

stat

emen

t is

and w

hy

it is

import

ant

□

Met

hod s

tate

men

ts f

or

even

ts:

as a

mea

ns

of

item

isin

g a

ll as

pec

ts o

f pre

par

ing,

sett

ing u

p,

load

ing in,

load

ing o

ut

and b

reak

dow

n o

f an

eve

nt

so t

hat

eac

h c

an b

e ch

ecke

d a

nd c

omple

ted o

n a

due

dat

e; t

o iden

tify

re

sponsi

bili

ties

for

each

asp

ect;

met

hod s

tate

men

ts incl

ude

safe

work

ing

arra

ngem

ents

for

the

even

t, e

.g.

risk

ass

essm

ents

, st

aff

required

, st

aff

trai

nin

g a

nd c

om

pet

enci

es,

equip

men

t re

quired

, ch

ecki

ng c

om

plia

nce

w

ith s

afet

y le

gis

lation

□

Import

ance

of

com

ple

ting a

Met

hod S

tate

men

t: t

o p

repar

e an

d p

lan

effe

ctiv

ely,

to m

eet

loca

l au

thority

and e

mer

gen

cy s

ervi

ces

requirem

ents

, to

hig

hlig

ht

short

falls

, to

iden

tify

spec

ific

ven

ue

or

even

t re

quirem

ents

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

57

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.1

D

escr

ibe

the

diffe

rent

types

of

peo

ple

who m

ay c

arry

out

on-s

ite

hea

lth a

nd s

afet

y in

spec

tions

and t

he

pow

ers

of

each

□

Hea

lth a

nd s

afet

y in

spec

tions:

the

pro

cess

and p

urp

ose

of

onsi

te h

ealth

and s

afet

y in

spec

tions,

who c

arries

thes

e out,

e.g

. Fi

re A

uth

ority

, Po

lice

Auth

ority

, H

ealth a

nd S

afet

y Enfo

rcem

ent

offic

ers,

Loca

l Auth

ority

; w

hat

th

ey c

ove

r, e

.g.

emer

gen

cy a

cces

s ro

ute

s, p

lace

s of

safe

ty,

seat

ing

capac

ity,

eve

nt

capac

ity,

entr

y an

d e

gre

ss p

oin

ts,

emer

gen

cy lig

hting,

door

and g

ate

fast

enin

gs,

nois

e an

d s

ound lev

els,

fire

fighting

equip

men

t, f

ire

alar

m e

quip

men

t, s

pec

ial risk

s fo

r ce

rtai

n t

ypes

of

stag

e an

d e

quip

men

t; t

he

poss

ible

outc

om

es o

f an

insp

ection,

e.g.

Pro

hib

itio

n

Notice

, Im

pro

vem

ent

Not

ice

issu

ed u

nder

Envi

ronm

ent

& S

afet

y In

form

atio

n A

ct 1

988,

pow

ers

of

offic

ers

to p

reve

nt

an e

vent

taki

ng

pla

ce,

to iss

ue

a sc

hed

ule

of

rem

edia

l w

ork

s to

com

ple

te,

to p

ublis

h t

he

notice

4

Under

stan

d h

ealth

and s

afet

y in

spec

tion

pro

cedure

s at

ev

ents

sites

4.2

Exp

lain

the

effe

cts

of

each

of

the

follo

win

g:

A P

rohib

itio

n N

otice

An I

mpro

vem

ent

Notice

□

Why

a Pro

hib

itio

n N

otice

mig

ht

be

issu

ed:

when

the

Fire

Auth

ority

bel

ieve

that

the

use

of

the

pre

mis

es f

or

an e

vent

would

pose

a s

erio

us

risk

to t

hose

invo

lved

or

wher

e th

e m

eans

of

esca

pe

from

the

pre

mis

es

is inad

equat

e; t

he

effe

cts

of

a Pr

ohib

itio

n N

otice

to s

usp

end t

he

even

t until th

e N

otice

is

withdra

wn

□

Why

an I

mpro

vem

ent

Notice

mig

ht

be

issu

ed a

nd t

he

effe

cts

of

this

: how

to r

ecord

and u

se f

indin

gs

of

the

insp

ection t

o r

ectify

short

falls

; w

ho t

o lia

ise

with a

bout

the

findin

gs

of

the

insp

ection a

nd t

o a

gre

e ac

tions

nee

ded

; th

e im

port

ance

of

com

ply

ing w

ith t

he

Notice

and

follo

win

g t

he

sched

ule

of

rem

edia

l w

ork

s; h

ow

to g

et a

Notice

w

ithdra

wn;

appea

ling a

gai

nst

Pro

hib

itio

n N

otice

s; p

ublic

atio

n o

f th

e notice

on a

public

reg

iste

r

□

Import

ance

to c

arry

out

insp

ections

wel

l in

adva

nce

of

the

even

t;

tim

esca

les

for

taki

ng a

ctio

ns

to r

egula

rise

the

situ

atio

n s

o t

hat

the

even

t ca

n p

roce

ed

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

58

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.1

Exp

lain

the

import

ance

of

on-s

ite

secu

rity

□

Cru

cial

role

pla

yed b

y se

curity

sta

ff a

t ev

ents

: en

suring s

afe

entr

y an

d

egre

ss,

contr

olli

ng a

uth

orise

d a

nd u

nau

thorise

d e

ntr

y, e

mer

gen

cy

inci

den

ts,

contr

olli

ng r

estr

icte

d a

cces

s ar

eas,

ensu

ring s

afet

y of

those

per

form

ing a

t an

d a

tten

din

g t

he

even

t, m

onitoring f

or

pro

hib

ited

su

bst

ance

s, u

nla

wfu

l beh

avio

ur,

res

tric

ted ite

ms,

lia

ison w

ith E

vent

Man

ager

, lia

ison w

ith e

mer

gen

cy s

ervi

ces;

the

diffe

rent

role

and r

emit

of

oth

ers

invo

lved

in s

ecurity

, e.

g.

polic

e, s

tew

ards,

eve

nt

volu

nte

ers

5.2

Exp

lain

what

can

hap

pen

if

on-s

ite

secu

rity

pro

cedure

s ar

e not

pro

per

ly

imple

men

ted

□

What

can

hap

pen

if

secu

rity

pro

cedure

s ar

e not

follo

wed

: cr

ow

d s

urg

es,

crow

d d

isord

er,

dam

age,

thef

t, a

ccid

ents

, in

juries

, fa

talit

ies;

del

ays

due

to u

nco

ntr

olle

d o

r poorly

mar

ked e

ntr

y or

egre

ss,

dis

ruptions

to

per

form

ance

due

to d

amag

e or

thef

t of

equip

men

t.

5

Under

stan

d

secu

rity

pro

cedure

s at

ev

ents

sites

5.3

D

escr

ibe

typic

al o

n-s

ite

secu

rity

pro

ble

ms

and w

ays

of

dea

ling w

ith t

hes

e

□

Typ

ical

pro

ble

ms:

cro

wd s

urg

es,

crow

d d

isord

er,

vandal

ism

, dam

age

to

faci

litie

s, e

quip

men

t, t

hef

t of

or

dam

age

to p

erso

nal

poss

essi

ons,

ac

ciden

ts,

thef

t of

equip

men

t, b

reac

h o

f per

imet

ers,

unau

thorise

d

acce

ss t

o d

esig

nat

ed a

reas

, use

of unau

thorise

d s

ubst

ance

s, u

nla

wfu

l beh

avio

ur

□

Thes

e m

ay b

e diffe

rent

dep

endin

g o

n t

he

even

t ty

pe

and e

vent

site

, e.

g.

outd

oor,

indoor,

lar

ge,

sm

all, in f

acili

ties

des

igned

for

even

ts,

in f

acili

ties

not

des

igned

for

even

ts,

in u

rban

are

as,

in r

ura

l ar

eas

□

Dea

ling w

ith p

roble

ms:

conta

ctin

g a

nd lia

isin

g w

ith e

mer

gen

cy s

ervi

ces,

se

ttin

g o

ut

ambula

nce

poin

ts,

imple

men

ting inci

den

t co

ntr

ol poin

ts,

follo

win

g e

vacu

atio

n r

oute

s an

d a

ssem

bly

poin

ts,

ensu

ring s

afe

evac

uat

ion o

f dis

able

d p

erso

ns,

scr

ipting P

A a

nnounce

men

ts,

video

sc

reen

ale

rts

and c

oded

sec

urity

ale

rts

and m

essa

ges

; obta

inin

g

situ

atio

n r

eport

s, c

orr

ect

dep

loym

ent

of

secu

rity

and s

tew

ardin

g

per

sonnel

, e.

g.

sear

chin

g indiv

idual

s, c

onfisc

atin

g ite

ms,

pat

rolli

ng

area

s, e

ject

ing indiv

idual

s, d

etai

nin

g in s

ecure

are

as

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

59

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

6.1

D

escr

ibe

the

typic

al

emer

gen

cies

that

may

occ

ur

on e

vents

/tem

pora

ry

stru

cture

s si

tes

□

Em

ergen

cies

: th

e le

gal

req

uirem

ent

to m

anag

e em

ergen

cies

and m

ajor

inci

den

ts a

s se

t out

in T

he

Man

agem

ent

of

Hea

lth a

nd S

afet

y at

Work

(M

anag

emen

t Reg

ula

tions)

, pote

ntial

em

ergen

cies

at

diffe

rent

types

of

even

t e.

g.

fire

, floods,

adve

rse

wea

ther

, ac

ciden

ts,

illnes

s, s

ecurity

in

ciden

ts a

nd a

lert

s, s

truct

ura

l fa

ilure

, cr

ow

d s

urg

e an

d c

olla

pse

, cr

ow

d

dis

ord

er,

ove

r-st

retc

hed

cap

acity

6.2

Exp

lain

the

pro

cedure

s to

fo

llow

in r

esponse

to t

he

typic

al e

mer

gen

cies

on

even

ts s

ites

□

Proce

dure

s ar

e th

ose

set

out

in t

he

Maj

or

Inci

den

t Pl

an,

Eve

nt

Contingen

cy P

lan

□

Pro

cedure

s in

clude

conta

ct a

nd lia

ison w

ith e

mer

gen

cy s

ervi

ces,

set

ting

out

ambula

nce

poin

ts,

imple

men

ting inci

den

t co

ntr

ol poin

ts,

follo

win

g

evac

uat

ion r

oute

s, a

ssem

bly

poin

ts,

corr

ect

dep

loym

ent

of

secu

rity

and

stew

ardin

g p

erso

nnel

, en

suring s

afe

evac

uat

ion o

f dis

able

d p

erso

ns,

sc

ripting P

A a

nnounce

men

ts,

video

scr

een a

lert

s an

d c

oded

sec

urity

al

erts

/mes

sages

; obta

inin

g s

ituat

ion r

eport

s

6.3

D

escr

ibe

the

pro

cedure

s fo

r re

port

ing a

ccid

ents

and

inci

den

ts

□

Legal

req

uirem

ents

for

report

ing a

ccid

ents

and inci

den

ts:

when

and h

ow

th

e re

port

must

be

mad

e, m

ainta

inin

g a

gre

ed p

roto

cols

for

report

ing,

who t

o n

otify

in c

ase

of

an a

ccid

ent,

e.g

. H

ealth a

nd S

afet

y Exe

cutive

, Em

ergen

cy S

ervi

ces,

Loca

l Auth

ority

; w

ho t

o n

otify

follo

win

g a

n

inci

den

t, e

.g.

Hea

lth a

nd S

afet

y Exe

cutive

, Polic

e, L

oca

l Auth

ority

; org

anis

atio

nal

pro

cedure

s fo

r re

port

ing a

ccid

ents

and inci

den

ts

6

Under

stan

d

emer

gen

cy

pro

cedure

s at

ev

ents

sites

6.4

Exp

lain

why

report

ing

pro

cedure

s fo

r ac

ciden

ts a

nd

emer

gen

cies

are

im

port

ant

□

Import

ance

of

report

ing a

ccid

ents

and e

mer

gen

cies

: to

com

ply

with

legal

req

uirem

ents

, to

pro

vide

info

rmat

ion t

o r

elev

ant

auth

orities

, to

av

oid

furt

her

acc

iden

ts o

r em

ergen

cies

thro

ugh r

ectify

ing f

aults,

mak

ing

impro

vem

ents

, le

arnin

g f

rom

mis

take

s

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

60

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

7.1

Exp

lain

how

to e

nco

ura

ge

staf

f to

mak

e hea

lth,

safe

ty

and s

ecurity

priorities

in

thei

r w

ork

□

Import

ance

of

enco

ura

gin

g t

hose

invo

lved

to m

ake

hea

lth,

safe

ty a

nd

secu

rity

priorities

in t

hei

r w

ork

: th

rough e

vent

brief

ings,

circu

lating c

lear

guid

ance

at

appro

priat

e poin

ts d

uring p

lannin

g,

revi

siting a

nd r

emin

din

g

during t

he

even

t

□

Ensu

ring g

uid

ance

is

targ

eted

to s

uit s

pec

ific

nee

ds:

eve

nt

staf

f,

contr

acto

rs,

secu

rity

per

sonnel

, vo

lunte

ers;

arr

angin

g a

ppro

priat

e tr

ainin

g o

n h

ealth,

safe

ty a

nd s

ecurity

7.2

Exp

lain

how

to b

ehav

e on

site

to r

einfo

rce

mes

sages

ab

out

hea

lth,

safe

ty a

nd

secu

rity

□

Rei

nfo

rcin

g m

essa

ges

about

hea

lth,

safe

ty a

nd s

ecurity

: by

sett

ing a

n

exam

ple

fro

m o

wn b

ehav

iour,

by

com

ply

ing w

ith a

ll le

gal

and

org

anis

atio

nal

req

uirem

ents

, by

chec

king t

hat

oth

ers

are

com

ply

ing w

ith

requirem

ents

, by

verb

ally

rem

indin

g p

erso

nnel

, by

usi

ng s

ignag

e an

d

video

scr

eens

to r

emin

d t

hose

att

endin

g t

he

even

t, t

hro

ugh

announce

men

ts

7.3

D

escr

ibe

how

to m

onitor

a si

te a

nd t

he

work

tak

ing

pla

ce t

o m

ake

sure

hea

lth,

safe

ty a

nd s

ecurity

pro

cedure

s ar

e bei

ng

follo

wed

□

Monitoring:

thro

ugh p

erso

nal

obse

rvat

ion,

usi

ng C

CTV in a

contr

ol ro

om

, re

ceiv

ing t

elep

hone,

rad

io a

nd f

ace-

to-f

ace

report

s fr

om

sec

urity

sta

ff,

stew

ards,

em

ergen

cy s

ervi

ces

per

sonnel

; usi

ng m

ethod s

tate

men

ts t

o

chec

k ke

y ac

tivi

ties

hav

e bee

n c

om

ple

ted

7

Under

stan

d h

ow

to

mai

nta

in h

ealth,

safe

ty a

nd s

ecurity

on e

vents

sites

7.4

Exp

lain

how

to c

om

munic

ate

info

rmat

ion a

bout

hea

lth,

safe

ty a

nd s

ecurity

to y

our

staf

f an

d o

ther

rel

evan

t peo

ple

□

Ran

ge

of

met

hods

that

may

be

use

d t

o c

om

munic

ate

info

rmat

ion a

bout

hea

lth,

safe

ty a

nd s

ecurity

to e

vent

staf

f an

d o

ther

s su

ch a

s em

ergen

cy

serv

ices

, per

form

ers,

contr

acto

rs:

brief

ings,

han

douts

, ro

ute

-mar

king

and s

igns,

info

rmat

ion d

ispla

ys,

scre

ens,

sco

reboar

ds,

fac

e-to

-fac

e co

nta

ct,

PA s

yste

ms,

rad

io s

yste

ms,

loud h

aile

rs;

agre

eing p

roto

cols

for

com

munic

atio

ns,

ensu

ring e

vent

staf

f co

mply

with t

hes

e; h

avin

g

accu

rate

site

pla

ns

and m

aps

with c

lear

codin

g o

f ar

eas

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

61

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

8.1

Exp

lain

the

import

ance

of

continuous

impro

vem

ent

in

rela

tion t

o o

n-s

ite

hea

lth,

safe

ty a

nd s

ecurity

□

Import

ance

of

continuous

impro

vem

ent:

in m

ainta

inin

g t

he

org

anis

atio

n’s

rep

uta

tion,

to r

eass

ure

the

public

, to

ensu

re c

ontinuin

g

good r

elat

ionsh

ips

with lic

ensi

ng a

uth

orities

and e

mer

gen

cy s

ervi

ces

□

Usi

ng f

indin

gs

from

hea

lth a

nd s

afet

y in

spec

tions,

ris

k as

sess

men

ts a

nd

feed

bac

k to

form

ula

te im

pro

vem

ent

pla

ns

□

Res

earc

hin

g o

ther

eve

nts

to iden

tify

succ

ess

fact

ors

; re

view

ing o

wn

critic

al s

ucc

ess

fact

ors

agai

nst

per

form

ance

mea

sure

s

8

Under

stan

d h

ow

to

impro

ve h

ealth,

safe

ty a

nd s

ecurity

on e

vents

sites

8.2

Id

entify

the

peo

ple

you c

an

work

with t

o h

elp im

pro

ve

on-s

ite

hea

lth,

safe

ty a

nd

secu

rity

□

Consu

ltin

g w

ith o

ther

peo

ple

who c

an s

upport

im

pro

vem

ents

: ex

per

ience

d s

ecurity

per

sonnel

, lo

cal au

thority

off

icer

s, e

mer

gen

cy

serv

ices

advi

sers

, H

SE o

ffic

ers,

hosp

ital

ity

spec

ialis

ts


62


Delivery

This unit underpins all other units in this qualification.

This unit should be delivered in a way that develops and emphasises understanding of the crucial importance of health, safety and security to event management.


the importance of health, safety and security when planning and implementing any event

the regulatory requirements for all events and the specific requirements for particular types of events

how to monitor health, safety and security issues at a range of events

the controls that need to be in place to manage health, safety and security

the range of contingencies that must be planned for

A useful opening would be through small-group discussions, during which learners can exchange their experiences of attending different events, for example music festival or concert – indoor/outdoor, sports event – indoor/outdoor, single or multiple locations, conference, banquet, presentation, fund raising event etc both in this country and overseas. The discussion should focus on how the events were managed, how safe learners felt during and after, how incidents and contingencies were dealt with at the event.

Learner groups could then be asked to identify the potential hazards or issues that a typical event might present, for example a Marathon/Half-Marathon run in their locality, a music concert held at their local stadium/theatre. Tutors can take feedback on a flipchart or board and then share the findings of individual groups.

Learners should be encouraged to look at incidents and emergencies that have occurred at events – by looking at video footage of events and/or listening to presentations/videos by event professionals who have dealt with health, safety or security issues. A useful exercise might be for learners to draw up a method statement for the event discussed and suggest how this could have prevented incidents/emergencies.

Assignments or case studies could include using the internet to identify events that experienced health, safety or security issues, such as severe weather, security threats/breaches, crowd incidents, emergencies. The summary of this research could be presented and could include an evaluation of the key health, safety or security factors that should be taken into consideration to avoid such issues in future.

Knowledge of risk assessment and management gained through active involvement rather than through a purely theoretical context is key. Wherever possible, learners should have the opportunity to work with or shadow event management professionals. This could be in a voluntary role.


63

Assessment


The main source of evidence for this unit is likely to be product evidence, for example records of risk assessments, meetings, security briefings, emails/memos confirming safety requirements, advising of additional controls, method statements etc. If this is not available, tutors should consider setting an assignment/case study based on a real event, either one from the past or one to be held in the near future. Learners should complete documentation relating to health, safety and security assessment and control for the case study event.

If learners are in an employment situation or on a work placement, it should be possible to observe them undertaking risk assessments for an event. They may also be observed discussing health, safety and security issues with colleagues, emergency services officers and local authority officers. Assessors may be able to observe the learner at an event, monitoring health, safety and security.

Witness testimony from colleagues, suppliers, contractors, officials, managers, customers/visitors could be obtained verbally to confirm learners’ scope of understanding of their responsibilities for ensuring health, safety and security at events.


Simulations, including role play, for example debriefing after an incident or issue at an event, should be as realistic as possible and should be discussed with the Standards Verifier to ensure that these are valid, fair and reliable as a source of evidence.

Assessment should be planned to ensure efficient and effective gathering of evidence, through holistic tasks and activities. These should enable learners to produce valid, sufficient and reliable evidence that relates directly to the assessment criteria. Centres are encouraged to emphasise the practical application of knowledge and understanding in a work-related setting.


64

Suggested resources

Textbooks


HSE – Fairgrounds and Amusement Parks: Guidance on Safe Practice (HSE, 2007) ISBN 978-0-71766-249-4

HSE – Guide to Fire Precautions in Existing Places of Entertainment and like Premises (HSE, 1999) ISBN 0-11-341072-7



HSE – The Radiation Safety of Lasers Used for Display Purposes (HSE, 1996) ISBN 978-0-71760-691-7

Silvers J – Risk Management for Meetings and Events (Butterworth-Heinemann, 2007) ISBN 978-0-75068-057-8

Tarlow P – Event Risk Management and Safety (Wiley, 2002) ISBN 978-0-47140-168-1

Websites

www.hsdirect.co.uk/free-info/method-statement.html

What is a method statement and help on how to write one

www.hse.gov.uk/pubns/indg163.pdf Five steps to risk assessment

www.secc.co.uk/organise/downloads/event-risk-assesment-template.aspx

Risk assessment templates


65

Unit 5: Understanding Event Setup and Breakdown

Unit reference number: R/600/8553

QCF level: 3

Credit value: 3


Unit aim

This unit requires learners to understand what is involved in event setup and breakdown. This process will vary in complexity depending on the type of event and the venue for the event. Learners need to understand the differences and the importance of effective planning in order to ensure a smooth and efficient operation that minimises disruption and impact to the venue and the locality. The importance of maintaining good communications with those involved in setup and breakdown is emphasised.

Essential resources


Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

66

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Exp

lain

the

import

ance

of

man

agin

g s

etup a

nd

bre

akdow

n e

ffec

tive

ly

□

Import

ance

of

man

agin

g s

etup a

nd b

reak

dow

n e

ffec

tive

ly:

to m

eet

contr

actu

al a

gre

emen

ts,

to m

inim

ise

impac

t on t

he

venue,

to r

educe

dis

ruption t

o t

he

loca

lity,

to e

nsu

re s

afet

y re

quirem

ents

are

met

, to

av

oid

dam

age

to e

quip

men

t, f

acili

ties

and p

roper

ty

1.2

Exp

lain

the

mai

n s

tages

in

volv

ed in s

etup a

nd

bre

akdow

n

□

Mai

n s

tages

invo

lved

in s

etup a

nd b

reak

dow

n:

dis

man

tlin

g o

f eq

uip

men

t an

d ite

ms,

pac

king r

eady

for

tran

sport

atio

n,

load

ing o

nto

tra

nsp

ort

, re

movi

ng o

ff s

ite,

cle

arin

g t

he

area

, cl

eanin

g a

nd r

esto

ring t

he

area

; th

e ra

nge

of

equip

men

t, s

tagin

g a

nd e

vent

item

s w

hic

h n

eed s

etup a

nd

bre

akdow

n,

e.g.

stag

es,

lighting a

nd s

ound t

ow

ers,

dan

ce f

loors

, ta

ble

s,

seat

ing,

view

ing p

latf

orm

s, p

odiu

ms,

mar

quee

s an

d t

ents

, ca

tering

poin

ts,

toile

t fa

cilit

ies,

res

t ro

om

s, f

irst

-aid

and m

edic

al p

oin

ts

□

Diffe

rent

setu

p a

nd b

reak

dow

n r

equirem

ents

for

diffe

rent

types

of

even

ts a

nd f

or

diffe

rent

types

of

venues

1.3

Exp

lain

the

import

ance

of

hav

ing c

lear

pla

ns

for

setu

p

and b

reak

dow

n

□

Import

ance

of

hav

ing c

lear

pla

ns

for

setu

p a

nd b

reak

dow

n:

so t

hat

eq

uip

men

t an

d ite

ms

are

bro

ught

onto

site

and r

emove

d f

rom

site

sequen

tial

ly t

o m

axim

ise

acce

ss a

nd m

inim

ise

dis

ruption;

so t

hat

ev

eryo

ne

invo

lved

is

clea

r ab

out

the

tim

esca

les

for

setu

p a

nd

bre

akdow

n;

so t

hat

any

del

ays

can b

e id

entified

and a

ctio

n t

aken

1

Under

stan

d h

ow

to

ove

rsee

the

setu

p

and b

reak

dow

n o

f an

eve

nt

1.4

Exp

lain

why

it is

import

ant

to f

ollo

w p

lans

for

setu

p a

nd

bre

akdow

n a

s ag

reed

□

Import

ance

of

follo

win

g p

lans

for

setu

p a

nd b

reak

dow

n a

s ag

reed

: so

th

at t

hose

invo

lved

follo

w t

imin

gs,

pro

cedure

s an

d p

roto

cols

; to

ensu

re

licen

sing c

onditio

ns,

leg

al r

equirem

ents

are

com

plie

d w

ith;

to e

nsu

re

insu

rance

req

uirem

ents

are

not

bre

ached

; to

min

imis

e dis

ruption a

t th

e ev

ent

venue,

to r

educe

the

impac

t on t

he

loca

lity

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

67

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.5

D

escr

ibe

the

info

rmat

ion

nee

ded

about

even

t pla

ns

and r

esourc

es t

o m

anag

e se

tup a

nd b

reak

dow

n

□

Info

rmat

ion n

eeded

about

even

t pla

ns

and r

esourc

es t

o m

anag

e se

tup

and b

reak

dow

n:

acce

ss,

tim

e av

aila

ble

, st

affing a

nd e

quip

men

t re

sourc

es r

equired

, se

curity

contr

ols

, co

ntingen

cy p

lans

1.6

D

escr

ibe

the

mai

n

contr

actu

al o

blig

atio

ns

rele

vant

to s

etup a

nd

bre

akdow

n

□

Oblig

atio

ns

to t

he

even

t sp

onso

rs,

pro

mote

rs,

the

contr

acto

rs

□

Oblig

atio

ns

to c

om

ple

te w

ithin

the

allo

tted

and a

gre

ed t

imes

, to

ensu

re

min

imal

dis

ruption,

to a

void

dam

age,

loss

or

bre

akdow

n

1.7

D

escr

ibe

the

mai

n h

ealth

and s

afet

y re

quirem

ents

re

leva

nt

to s

etup a

nd

bre

akdow

n

□

Hea

lth a

nd s

afet

y re

quirem

ents

rel

evan

t to

set

up a

nd b

reak

dow

n:

the

range

of

legal

req

uirem

ents

, e.

g.

for

safe

use

and h

andlin

g o

f eq

uip

men

t, s

afe

work

ing a

t hei

ght,

ele

ctrica

l co

nnec

tions

and

dis

connec

tions,

use

of

fork

-lift

truck

s, h

andlin

g a

nd s

toring f

ood,

usi

ng

pac

kagin

g a

nd w

rappin

g e

quip

men

t; t

he

com

pet

enci

es o

f st

aff

invo

lved

to

car

ry o

ut

setu

p a

nd b

reak

dow

n;

acce

ss r

equired

to c

om

ple

te s

etup

and b

reak

dow

n

1.8

D

escr

ibe

five

typ

ical

pro

ble

ms

that

may

occ

ur

during s

etup a

nd b

reak

dow

n

□

Typ

ical

pro

ble

ms

that

may

occ

ur

during s

etup a

nd b

reak

dow

n:

seve

re

wea

ther

, pow

er f

ailu

res,

inju

ries

to

per

sonnel

, eq

uip

men

t m

alfu

nct

ion,

secu

rity

thre

ats,

insu

ffic

ient

reso

urc

es t

o h

andle

equip

men

t, s

tagin

g o

r m

ater

ials

, in

adeq

uat

e ac

cess

, del

ays

to s

ched

ule

d a

ctiv

itie

s

□

Proble

ms

vary

dep

endin

g o

n t

he

type

of

even

t an

d t

he

venue:

cla

ssic

or

pop m

usi

c co

nce

rts,

musi

c fe

stiv

als,

confe

rence

s, b

anquet

s, s

port

s ev

ents

, pre

senta

tions,

firew

ork

dis

pla

ys,

stre

et p

arties

; ev

ents

in

purp

ose

-built

are

nas

and v

enues

, si

tes

not

des

igned

for

public

en

tert

ainm

ent,

open

-air s

tadiu

ms,

par

ks a

nd g

reen

fiel

d s

ites

1.9

Exp

lain

how

to r

espond t

o

five

typ

ical

pro

ble

ms

that

m

ay o

ccur

during s

etup a

nd

bre

akdow

n

□

Res

pondin

g e

ffec

tive

ly t

o p

roble

ms:

follo

win

g p

roce

dure

s an

d

org

anis

atio

nal

guid

elin

es,

notify

ing p

erso

ns

resp

onsi

ble

, re

port

ing

accu

rate

ly,

adap

ting t

o m

eet

par

ticu

lar

circ

um

stan

ces,

consi

der

ing

implic

atio

ns

of

diffe

rent

pro

ble

ms

to s

etup o

r bre

akdow

n s

ched

ulin

g

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

68

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

0

Exp

lain

the

import

ance

of

chec

king r

esourc

es d

uring

setu

p a

nd b

reak

dow

n

□

Import

ance

of

chec

king r

esourc

es d

uring s

etup a

nd b

reak

dow

n:

to

ensu

re a

deq

uat

e st

affing,

equip

men

t, f

acili

ties

; to

ensu

re c

orr

ect

equip

men

t, e

.g.

appro

priat

e fo

r th

e ev

ent;

to e

nsu

re e

quip

men

t, ite

ms

are

undam

aged

and in w

ork

ing o

rder

; to

ensu

re p

erso

nnel

are

co

mpet

ent

1.1

1

Exp

lain

how

to e

nsu

re t

he

pro

per

chec

king o

f re

sourc

es

during s

etup a

nd b

reak

dow

n

□

Chec

king b

y per

sonal

obse

rvat

ion a

nd d

iscu

ssio

n,

by

usi

ng C

CTV;

by

seek

ing c

onfirm

atio

n f

rom

contr

acto

rs,

resp

onsi

ble

per

sons;

by

rece

ivin

g

report

s vi

a ra

dio

, phone

or

writt

en f

orm

at

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

69

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

D

escr

ibe

the

role

s of

peo

ple

w

ho w

ill b

e in

volv

ed in s

etup

and b

reak

dow

n

□

Role

s of

peo

ple

invo

lved

: th

e diffe

rent

peo

ple

, e.

g.

cate

rers

and

hosp

ital

ity,

sec

urity

, co

ntr

acto

rs,

even

t sp

onso

rs,

venue

staf

f

□

Import

ant

to u

nder

stan

d t

he

diffe

rent

role

s so

that

com

munic

atio

n is

appro

priat

e an

d e

ffec

tive

during s

etup a

nd b

reak

dow

n

2.2

Exp

lain

the

import

ance

of

pre

senting a

posi

tive

im

age

of

ones

elf

and o

ne’

s org

anis

atio

n d

uring s

etup

and b

reak

dow

n

□

Import

ance

of

pre

senting a

posi

tive

im

age

of

bot

h y

ours

elf

and y

our

org

anis

atio

n d

uring s

etup a

nd b

reak

dow

n:

to p

rovi

de

reas

sura

nce

; to

cr

eate

tru

st;

to m

ainta

in t

he

org

anis

atio

n’s

rep

uta

tion;

to p

rom

ote

a

calm

work

ing a

tmosp

her

e

2.3

D

escr

ibe

a ra

nge

of

way

s of

pre

senting a

posi

tive

im

age

of

ones

elf

and o

ne’

s org

anis

atio

n d

uring s

etup

and b

reak

dow

n

□

Way

s of

pre

senting a

posi

tive

im

age:

effec

tive

com

munic

atio

n;

appro

priat

e ap

pea

rance

, m

eeting o

rgan

isat

ional

sta

ndar

ds

and c

odes

of

dre

ss;

usi

ng a

ppro

priat

e an

d n

on-o

ffen

sive

lan

guag

e; b

eing o

n t

ime

to

monitor

the

setu

p a

nd b

reak

dow

n;

answ

erin

g q

uer

ies

court

eousl

y;

dea

ling w

ith p

roble

ms

calm

ly a

nd p

rofe

ssio

nal

ly;

bei

ng k

now

ledgea

ble

of

the

det

ails

of

setu

p a

nd b

reak

dow

n s

ched

ule

s

2.4

D

efin

e w

hat

is

mea

nt

by

‘cust

om

er’ in

the

conte

xt o

f se

ttin

g u

p a

nd b

reak

ing

dow

n a

n e

vent

□

Inte

rnal

cust

om

er:

even

t te

am s

taff,

venue

ow

ner

s or

man

ager

s,

contr

acto

rs,

per

form

ers,

sec

urity

sta

ff

□

Ext

ernal

cust

om

er:

the

even

t sp

onso

r, loca

l co

mm

unity

gro

ups,

loca

l au

thority

offic

ers;

rei

nfo

rcin

g k

ey m

essa

ges

, is

suin

g h

andouts

wher

e ap

pro

priat

e

2

Under

stan

d h

ow

to

work

effec

tive

ly

with o

ther

s during

the

setu

p a

nd

bre

akdow

n o

f an

ev

ent

2.5

Exp

lain

how

to p

rovi

de

optim

um

lev

els

of

cust

om

er

serv

ice

during s

etup a

nd

bre

akdow

n

□

Optim

um

lev

els

of

cust

om

er s

ervi

ce d

uring s

etup a

nd b

reak

dow

n:

how

to

pro

vide

this

by

mai

nta

inin

g r

egula

r co

mm

unic

atio

n w

ith c

ust

om

ers;

th

rough e

nsu

ring p

roble

ms

are

dea

lt w

ith e

ffec

tive

ly;

by

advi

sing

cust

om

ers

pro

mptly

of

del

ays,

difficu

ltie

s or

oth

er p

roble

ms;

by

seek

ing

thei

r ag

reem

ent

to c

han

gin

g p

lans;

by

antici

pat

ing c

ust

om

er n

eeds

thro

ugh c

aref

ul pro

filin

g,

by

pla

nnin

g t

o m

eet

chan

gin

g d

eman

ds

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

70

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.6

Exp

lain

the

typic

al r

ange

of

inte

rnal

and e

xter

nal

cu

stom

ers

in t

he

conte

xt o

f se

tup a

nd b

reak

dow

n

□

Inte

rnal

cust

om

ers:

eve

nt

team

sta

ff,

venue

ow

ner

s or

man

ager

s,

contr

acto

rs,

per

form

ers,

sec

urity

sta

ff

□

Ext

ernal

cust

om

ers:

the

even

t sp

onso

r, loca

l co

mm

unity

gro

ups,

loca

l au

thority

lic

ensi

ng a

nd e

nvi

ronm

enta

l hea

lth o

ffic

ers

□

Ran

ge

of

cust

om

ers

who m

ay n

eed t

o b

e co

nsu

lted

for

setu

p a

nd

bre

akdow

n,

e.g.

to d

iscu

ss t

imin

g,

safe

ty,

secu

rity

iss

ues

2.7

Id

entify

who n

eeds

to b

e co

mm

unic

ated

with d

uring

setu

p a

nd b

reak

dow

n

□

Inte

rnal

cust

om

ers:

eve

nt

team

sta

ff,

venue

ow

ner

s or

man

ager

s,

contr

acto

rs,

per

form

ers,

sec

urity

sta

ff

□

Ext

ernal

cust

om

ers:

the

even

t sp

onso

r, loca

l co

mm

unity

gro

ups,

loca

l au

thority

offic

ers

□

Import

ance

of

iden

tify

ing a

nd p

rioritisi

ng w

ho n

eeds

to b

e co

mm

unic

ated

with d

uring s

etup a

nd b

reak

dow

n s

o t

hat

info

rmat

ion is

rece

ived

on t

ime,

e.g

. to

dis

cuss

sch

edule

s fo

r se

tup a

nd b

reak

dow

n,

safe

ty,

secu

rity

iss

ues

2.8

Exp

lain

the

import

ance

of

brief

ing a

nd d

ebrief

ing

per

sonnel

during s

etup a

nd

bre

akdow

n

□

The

import

ance

of

brief

ing p

erso

nnel

during s

etup a

nd b

reak

dow

n:

to

ensu

re a

gre

ed p

lans

are

under

stood,

to e

nsu

re r

eport

ing r

esponsi

bili

ties

ar

e under

stood,

to c

larify

com

ple

x si

tuat

ions

or

inst

ruct

ions,

to e

xpla

in

any

chan

ges

req

uired

to n

orm

al p

roce

dure

s, t

o r

emin

d p

erso

nnel

of

any

rest

rict

ions

or

requirem

ents

, e.

g.

noi

se,

nuis

ance

, eq

uip

men

t usa

ge,

the

nee

d t

o c

lear

or

clea

n s

pec

ific

are

as,

the

sequen

ce o

f th

e se

tup a

nd

bre

akdow

n

□

Import

ance

of

deb

rief

ing p

erso

nnel

during s

etup a

nd b

reak

dow

n:

to

rece

ive

feed

bac

k on p

erfo

rman

ce,

to r

evie

w inci

den

ts o

r pro

ble

ms,

to

mak

e ch

anges

or

impro

vem

ents

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

71

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.9

D

escr

ibe

how

to b

rief

and

deb

rief

per

sonnel

effec

tive

ly □

Im

port

ance

of

usi

ng a

ppro

priat

e an

d e

ffec

tive

com

munic

atio

n m

ethods:

so

that

acc

ura

te info

rmat

ion is

pas

sed q

uic

kly

to t

he

corr

ect

peo

ple

; en

suring t

hat

oth

ers

can u

nder

stan

d info

rmat

ion a

nd m

ake

judgem

ents

; usi

ng d

iffe

rent

com

munic

atio

n s

tyle

s to

mee

t diffe

rent

nee

ds;

usi

ng

clea

r la

nguag

e; u

sing h

andouts

or

visu

al a

ids,

e.g

. m

aps

or

pla

ns,

photo

s to

rei

nfo

rce

key

mes

sages

rel

ated

to t

he

even

t, u

sing c

orr

ect

pro

toco

ls t

o e

nsu

re t

hat

confiden

tial

info

rmat

ion is

com

munic

ated

only

to

those

entitled

to k

now

, e.

g.

secu

rity

sta

ff,

emer

gen

cy s

ervi

ces

□

Kee

pin

g a

ppro

priat

e re

cord

s of

brief

ings,

ensu

ring k

ey p

erso

nnel

under

stan

d a

ny

additio

nal

res

ponsi

bili

ties

; gat

her

ing info

rmat

ion a

nd

feed

bac

k fr

om

per

sonnel

; usi

ng info

rmat

ion f

rom

ext

ernal

sourc

es t

o

valid

ate

feed

bac

k


72


Delivery

This unit links with units on event implementation, effective working relationships and health, safety and security in the events industry.

This unit should be delivered in a way that develops knowledge and understanding of the impact and importance of safe and efficient setup and breakdown processes on the success of an event.


the importance of managing setup and breakdown effectively

the information needed to be able to manage the process effectively

the risks and problems that could arise during setup and breakdown

the roles of people involved in setup and breakdown

how to ensure communications are appropriate and effective

the safety requirements that must be complied with

It is suggested that tutors combine delivery of this unit with activities related to health, safety and security, event implementation and establishing working relationships. Learners could be asked to identify two events with different requirements for equipment and facilities, for example stages, lighting and sound towers, dance floors, tables, seating, viewing platforms, podiums, marquees/tents, catering points, toilet facilities, rest rooms, first-aid/medical points etc. Groups could draw up a plan of their chosen event site and enter details of the possible locations of equipment and facilities. Attention should be paid to entry and egress access points as well as potential hazards or issues the venue may present. At least five potential hazards or problems should be considered. Tutors should take feedback on a flipchart or board and then share the findings of individual groups.

An assignment or case study could then be developed so that learners prepare a mind map of the personnel involved in setup and breakdown for their selected event. A timetable for setup and breakdown of the various equipment and facilities should be drawn up, indicating where this is to be completed concurrently or sequentially. Learners should be encouraged to adopt a systematic and defined approach, using project management techniques. The use of Gantt charts is strongly recommended. This could be summarised via a presentation. The presentation could also include an evaluation of environmental and community impact of the planned setup and breakdown.

Knowledge of the process gained through active involvement rather than through a purely theoretical context is important. Wherever possible, learners should have the opportunity to work with event management professionals or those involved in events so that they can experience the different aspects and how these contribute to the overall operation of the event. This could be as an event volunteer.


73

Assessment


Assessment should be planned to ensure efficient and effective gathering of evidence, through holistic tasks and activities. These should enable learners to produce valid, sufficient and reliable evidence that relates directly to the assessment criteria across different, linked units.

If the learner is in an employment situation or on a work placement, it should be possible to observe them undertaking event-planning meetings where setup and breakdown are discussed and planned, or monitoring and managing the actual process at an event.

The main source of evidence for this unit is likely to be product evidence derived from planning an event (for example records or minutes from event-planning meetings, briefings to contractors and other personnel involved in setup and breakdown, emails to suppliers, contractors, officials etc) or from the assignment/case study outlined above.

Where the learner has a role working on an event, witness testimony from colleagues, suppliers, contractors, officials, managers, customers/visitors could be obtained verbally to provide evidence of organisational skills during setup and breakdown.

Additional evidence of knowledge and understanding can be gathered through professional discussion with learners. They should be encouraged to bring evidence of their performance to the discussion, so that this may be referred to as validation.

Simulations, including role play, for example briefing contractors, security and other event staff on setup or breakdown should be as realistic as possible and should be discussed with the Standards Verifier to ensure that this is valid, fair and reliable as a source of evidence.


74

Suggested resources

Textbooks







Silvers J – Risk Management for Meetings and Events (Butterworth-Heinemann, 2007) ISBN 978-0-75068-057-8

Tarlow P – Event Risk Management and Safety (Wiley, 2002) ISBN 978-0-47140-168-1








Websites


www.pmi.org/About-Us/About-Us-What-is-Project-Management.aspx

Project Management Institute


What is a method statement and help on how to write one



75

Unit 6: Understanding How to Manage the Running of an Event

Unit reference number: Y/600/8554

QCF level: 4

Credit value: 4


Unit aim

This unit requires learners to understand how to manage the running of events from two contrasting sectors, for example sport, music, public banquet, conference and public entertainments such as firework/sound and light displays.

Learners will be required to demonstrate how to follow event plans, organise and lead event staff, and deal with problems that arise. An essential part of this is knowing how to communicate effectively with others involved in the events. Managing change and emerging issues during an event is an essential skill.

Essential resources


Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

76

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Exp

lain

the

import

ance

of

follo

win

g a

gre

ed p

lans

for

an

even

t

□

Import

ance

of

follo

win

g a

gre

ed p

lans

for

an e

vent:

so t

hat

those

in

volv

ed f

ollo

w t

imin

gs,

pro

cedure

s an

d p

roto

cols

; to

ensu

re lic

ensi

ng

conditio

ns,

leg

al r

equirem

ents

are

com

plie

d w

ith;

to e

nsu

re insu

rance

re

quirem

ents

are

not

bre

ached

; en

suring r

esponsi

bili

ties

for

the

diffe

rent

area

s of

the

even

t ar

e cl

early

under

stood,

e.g.

secu

rity

, hosp

ital

ity,

entr

y an

d t

icke

ting,

contr

acto

rs,

crow

d c

ontr

ol

1.2

D

escr

ibe

the

pro

cess

es u

sed

to m

onitor

the

runnin

g o

f an

ev

ent

□

How

to m

onitor

how

wel

l th

e ev

ent

is r

unnin

g:

by

chec

king t

he

diffe

rent

area

s, e

.g.

by

per

sonal

obse

rvat

ion, vi

a phone

or

radio

rep

ort

s, u

sing

CCTV,

thro

ugh r

ecei

ving c

onfirm

atio

n f

rom

those

with d

esig

nat

ed

resp

onsi

bili

ty f

or

the

diffe

rent

area

s

1.3

Exp

lain

why

it is

import

ant

to p

rovi

de

auth

orisa

tion f

or

each

sta

ge

of

an e

vent

□

Import

ance

of

pro

vidin

g a

uth

orisa

tion

for

each

sta

ge

of

the

even

t: t

o

mee

t lic

ensi

ng r

equirem

ents

, to

enab

le r

esponsi

ble

per

sons

to c

hec

k sa

fety

and s

ecurity

req

uirem

ents

hav

e bee

n m

et f

or

each

sta

ge,

to

ensu

re t

hat

tim

etab

led t

asks

hav

e bee

n c

om

ple

ted in a

ccord

ance

with

the

oper

atio

nal

pla

n b

efore

movi

ng o

n t

o t

he

nex

t st

age;

to p

rovi

de

an

opport

unity

to a

gre

e sp

ecific

act

ions

or

chan

ges

com

ple

ted w

ith

emer

gen

cy s

ervi

ces,

lic

ensi

ng a

uth

ority

offic

ers

1

Under

stan

d h

ow

to

man

age

the

runnin

g o

f an

ev

ent

1.4

D

escr

ibe

the

pro

cess

es t

hey

sh

ould

follo

w t

o p

rovi

de

auth

orisa

tion f

or

diffe

rent

stag

es o

f an

eve

nt

to g

o

ahea

d

□

Pro

cess

es t

hat

should

be

follo

wed

to p

rovi

de

auth

orisa

tion f

or

diffe

rent

stag

es o

f an

eve

nt

to g

o a

hea

d:

resp

onsi

ble

per

sons

able

to s

ign o

ff

diffe

rent

stag

es,

e.g.

Site

Saf

ety

Coord

inat

or,

Chie

f Sec

urity

off

icer

, Fi

re

Saf

ety

Off

icer

, Li

censi

ng o

ffic

er;

corr

ect

docu

men

tation t

o c

om

ple

te f

or

each

sta

ge;

corr

ect

form

at t

o n

otify

oth

ers

of

auth

orisa

tion,

e.g.

verb

al

confirm

atio

n,

emai

l, s

igned

docu

men

t

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

77

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2

Under

stan

d h

ow

to

work

with o

ther

s w

hen

man

agin

g a

n

even

t

2.1

D

escr

ibe

the

typic

al

man

agem

ent

arra

ngem

ents

fo

r an

eve

nt

□

Typ

ical

man

agem

ent

arra

ngem

ents

for

an e

vent:

def

inin

g a

hie

rarc

hy

to

contr

ol ea

ch a

spec

t of

the

even

t, s

etting o

ut

report

ing a

rran

gem

ents

an

d m

ethods,

des

ignat

ing r

esponsi

ble

offic

ers

or

per

sons

for

each

as

pec

t, s

etting o

ut

role

s an

d r

esponsi

bili

ties

; det

aile

d p

roce

sses

to b

e ad

opte

d t

o m

ainta

in s

afet

y, e

.g.

safe

sys

tem

s of

work

, sa

fe a

cces

s,

pro

visi

on o

f in

form

atio

n,

trai

nin

g a

nd c

onsu

ltat

ion w

ith e

mplo

yees

, re

sponsi

bili

ties

of

the

Site

Saf

ety

off

icer

, lia

ison w

ith lic

ensi

ng a

uth

ority

offic

ers,

em

ergen

cy s

ervi

ces

offic

ers

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

78

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.2

D

escr

ibe

the

role

s an

d

resp

onsi

bili

ties

of

peo

ple

in

volv

ed in t

he

man

agem

ent

arra

ngem

ents

for

an e

vent,

in

cludin

g e

xter

nal

org

anis

atio

ns

□

Role

s an

d r

esponsi

bili

ties

: th

e im

port

ance

of

sett

ing o

ut

role

s an

d

resp

onsi

bili

ties

cle

arly

and a

gre

eing t

hem

in a

dva

nce

of

the

even

t so

th

at e

very

one

invo

lved

is

clea

r ab

out

thei

r ow

n a

nd o

ther

s’ r

ole

s, s

o t

hat

ex

tent

of

indiv

idual

rem

it is

set

out,

so t

hat

rep

ort

ing lin

es a

re c

lear

□

Role

s an

d r

esponsi

bili

ties

of

the

range

of

peo

ple

invo

lved

in m

anag

ing

an e

vent,

e.g

. si

te s

afet

y co

ord

inat

or

who is

resp

onsi

ble

for

man

agin

g

and m

onitoring s

afet

y of

the

even

t

□

Com

mis

sionin

g a

gen

ts w

ho a

re r

esponsi

ble

for

arra

ngin

g t

he

per

form

ers

at a

n e

vent

and h

ow

the

even

t w

ill b

e pro

mote

d a

nd m

arke

ted

□

Perf

orm

ers

who a

re r

esponsi

ble

for

com

ply

ing w

ith t

he

site

saf

ety

rule

s an

d f

or

usi

ng e

quip

men

t an

d f

acili

ties

saf

ely

□

Faci

lity

ow

ner

s an

d m

anag

ers

who h

ave

a duty

of

care

to t

he

public

and

are

resp

onsi

ble

for

the

safe

ty o

f th

ose

att

endin

g o

r w

ork

ing a

t th

e ev

ent

□

Contr

acto

rs w

ho a

re r

esponsi

ble

for

ensu

ring t

hei

r eq

uip

men

t m

eets

sa

fety

req

uirem

ents

and t

hat

they

com

ply

with s

ite

safe

ty r

ule

s, e

.g.

staf

f co

mpet

enci

es,

keep

to a

gre

ed s

etup a

nd b

reak

dow

n a

rran

gem

ents

□

Supplie

rs w

ho a

re r

esponsi

ble

for

com

ply

ing w

ith s

ite

safe

ty r

ule

s, f

or

del

iver

ing a

s sc

hed

ule

d

□

Sec

urity

offic

ials

who a

re r

esponsi

ble

for

mai

nta

inin

g s

ecurity

of

all

area

s of

the

even

t, e

.g.

sear

chin

g f

or

pro

hib

ited

ite

ms,

tak

ing a

ctio

n t

o

ejec

t in

div

idual

s, c

ontr

olli

ng u

nau

thorise

d b

ehav

iour,

mai

nta

inin

g

rest

rict

ed a

reas

, em

ergen

cy a

cces

s poin

ts a

nd r

oute

s

□

Em

ergen

cy s

ervi

ces

who a

re r

esponsi

ble

for

agre

eing e

vent

contingen

cy

pla

ns,

for

liais

ing w

ith t

he

even

t su

per

viso

r an

d f

or

pro

vidin

g f

ire,

am

bula

nce

or

polic

e pre

sence

□

Lice

nsi

ng a

uth

ority

off

icer

s w

ho h

ave

resp

onsi

bili

ties

for

ensu

ring t

he

even

t co

mplie

s w

ith t

he

licen

ce iss

ued

, th

at n

ois

e an

d e

nvi

ronm

enta

l im

pac

t ar

e ac

cepta

ble

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

79

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.3

Exp

lain

the

import

ance

of

effe

ctiv

e co

mm

unic

atio

n

during a

n e

vent

□

Effec

tive

com

munic

atio

n d

uring a

n e

vent:

the

import

ance

of

usi

ng

appro

priat

e an

d e

ffec

tive

com

munic

atio

n m

ethods

so t

hat

acc

ura

te

info

rmat

ion is

pas

sed q

uic

kly

to t

he

corr

ect

peo

ple

; en

suring t

hat

oth

ers

can u

nder

stan

d info

rmat

ion a

nd m

ake

judgem

ents

; usi

ng d

iffe

rent

com

munic

atio

n s

tyle

s to

mee

t diffe

rent

nee

ds

□

Proto

cols

to e

nsu

re t

hat

confiden

tial

info

rmat

ion is

com

munic

ated

only

to

those

entitled

to k

now

, e.

g.

secu

rity

sta

ff,

emer

gen

cy s

ervi

ces

2.4

Exp

lain

the

pro

cess

es t

o u

se

to c

om

munic

ate

during a

n

even

t

□

Proce

sses

to u

se t

o c

om

munic

ate

during a

n e

vent:

dis

sem

inat

ing

info

rmat

ion t

o k

ey p

erso

nnel

, is

suin

g c

lear

and c

onci

se inst

ruct

ions,

se

ndin

g a

nd r

ecei

ving r

eport

s, c

onfirm

ing a

uth

orise

d c

hec

ks m

ade,

co

nfirm

ing a

ctiv

itie

s co

mple

ted,

usi

ng a

gre

ed p

roto

cols

and c

odes

to

pas

s on info

rmat

ion;

com

munic

atin

g v

ia r

adio

, phone,

vid

eo s

cree

n,

dis

pla

y si

gns,

fac

e to

fac

e; t

he

import

ance

of

sele

ctin

g t

he

most

ap

pro

priat

e m

ethod o

f co

mm

unic

atio

n f

or

the

situ

atio

n,

e.g.

taki

ng into

ac

count

spee

d,

the

nee

d f

or

secu

re c

omm

unic

atio

n,

the

reci

pie

nts

of

the

com

munic

atio

n

2.5

D

escr

ibe

the

princi

ple

s of

effe

ctiv

e le

ader

ship

during

an e

vent

□

Princi

ple

s of

effe

ctiv

e le

ader

ship

: th

e th

ree

area

s of

lead

ersh

ip,

i.e.

st

rate

gic

, oper

atio

nal

and t

eam

; how

to u

se d

iffe

rent

styl

es o

f le

ader

ship

to s

uit d

iffe

rent

situ

atio

ns

or

diffe

rent

peo

ple

, bei

ng a

war

e of

ow

n s

tren

gth

s, b

eing c

om

mitte

d t

o t

he

even

t org

anis

atio

n’s

vis

ion,

strivi

ng f

or

exce

llence

in o

wn a

nd o

ther

s’ p

erfo

rman

ce o

f w

ork

tas

ks,

bei

ng d

eter

min

ed a

nd p

ersi

sten

t, e

.g.

in r

esolv

ing p

roble

ms,

ove

rcom

ing

difficu

ltie

s, s

etting c

lear

goal

s fo

r se

lf a

nd o

ther

s to

work

tow

ards,

le

adin

g b

y ex

ample

, e.

g.

adopting s

tandar

ds

of

beh

avio

ur

for

oth

ers

to

follo

w,

hav

ing c

onsi

sten

t princi

ple

s, e

thic

s an

d v

alues

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

80

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.6

Exp

lain

the

import

ance

of

effe

ctiv

e le

ader

ship

during

an e

vent

□

Import

ance

of

effe

ctiv

e le

ader

ship

during a

n e

vent:

to r

eass

ure

sta

ff

and t

hose

att

endin

g t

he

even

t, t

o p

rovi

de

direc

tion,

to m

otiva

te a

nd

enco

ura

ge

staf

f dea

ling w

ith d

ifficu

ltie

s, t

o m

ake

dec

isio

ns,

to a

ntici

pat

e an

d r

espond t

o p

roble

ms,

to t

ake

resp

onsi

bili

ty d

uring inci

den

ts a

nd

emer

gen

cies

, to

org

anis

e re

sourc

es e

ffic

iently

and e

ffec

tive

ly,

e.g.

dep

loym

ent

of

staf

f, m

anag

emen

t of

tim

e, c

ontr

ol of

budget

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

81

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

Id

entify

the

typic

al t

ypes

of

pro

ble

ms

that

may

occ

ur

during a

n e

vent

□

Typ

es o

f pro

ble

ms

that

may

occ

ur

during a

n e

vent,

e.g

. se

vere

wea

ther

, pow

er f

ailu

res,

trip a

nd f

all haz

ards,

lac

k of

or

bre

akdow

n in f

acili

ties

, eq

uip

men

t m

alfu

nct

ion o

r co

llapse

, cr

ow

d s

urg

e, c

row

d d

istu

rban

ce,

vandal

ism

, tick

etin

g iss

ues

, th

eft,

mis

sing p

erso

ns,

tra

nsp

ort

dis

ruption,

secu

rity

inci

den

ts a

nd t

hre

ats

3.2

Exp

lain

how

to r

espond

effe

ctiv

ely

to p

roble

ms

that

m

ay o

ccur

during t

he

runnin

g o

f an

eve

nt

□

Res

pondin

g e

ffec

tive

ly t

o p

roble

ms:

follo

win

g p

roce

dure

s an

d

org

anis

atio

nal

guid

elin

es,

notify

ing p

erso

ns

resp

onsi

ble

, re

port

ing

accu

rate

ly a

nd in t

he

agre

ed f

orm

at,

adap

ting t

o m

eet

par

ticu

lar

circ

um

stan

ces,

rem

ainin

g c

alm

and r

eass

uring t

o m

ember

s of

the

public

an

d e

vent

staf

f, b

eing d

ecis

ive

3.3

Exp

lain

why

it’s

im

port

ant

to

man

age

chan

ge

during a

n

even

t

□

Man

agin

g c

han

ge

during a

n e

vent:

the

import

ance

of

man

agin

g c

han

ge

during a

n e

vent,

to r

espond a

ppro

priat

ely

so t

hat

the

even

t is

not

dis

rupte

d,

so t

hat

eve

nt

staf

f ar

e giv

en c

lear

direc

tion a

nd lea

der

ship

to

dea

l w

ith c

han

gin

g s

ched

ule

s or

requirem

ents

, so

that

those

att

endin

g

the

even

t ar

e re

assu

red,

so t

hat

good w

ork

ing r

elat

ionsh

ips

are

mai

nta

ined

□

Typ

es o

f ch

anges

that

mig

ht

occ

ur

during a

n e

vent,

e.g

. hig

her

than

an

tici

pat

ed c

row

d n

um

ber

s, s

ecurity

bre

aches

or

clea

rance

iss

ues

, se

vere

wea

ther

, pow

er f

ailu

res,

bre

akdow

n in f

acili

ties

, eq

uip

men

t m

alfu

nct

ion,

stru

cture

colla

pse

, cr

ow

d s

urg

e, c

row

d d

istu

rban

ce,

mis

sing p

erso

ns,

del

ays,

van

dal

ism

or

dam

age

to e

quip

men

t, f

acili

ties

or

area

s, s

taff

illn

ess

3

Under

stan

d h

ow

to

dea

l w

ith p

roble

ms

and m

anag

e ch

ange

during a

n

even

t

3.4

Exp

lain

the

pro

cess

es

invo

lved

in c

han

ge

man

agem

ent

□

How

to m

anag

e ch

ange

effe

ctiv

ely:

sel

ecting t

he

most

appro

priat

e co

mm

unic

atio

n m

ethods

so t

hat

oth

ers

under

stan

d t

he

nee

d f

or

actions

to m

anag

e ch

ange,

ensu

ring t

hat

com

munic

atio

ns

are

tim

ely

and

incl

usi

ve,

iden

tify

ing a

nd d

ealin

g w

ith s

ensi

tive

iss

ues

; fo

llow

ing c

orr

ect

org

anis

atio

nal

guid

elin

es,

report

ing c

han

ges

and a

ctio

ns

take

n,

reco

mm

endin

g f

urt

her

act

ions

to d

eal w

ith d

evel

opm

ents

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

82

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.5

Exp

lain

why

it is

import

ant

to c

om

munic

ate

any

chan

ges

and d

evel

opm

ents

during a

n e

vent

□

Import

ance

of

com

munic

atin

g c

han

ges

and d

evel

opm

ents

during a

n

even

t: s

o t

hat

those

att

endin

g t

he

even

t ar

e re

assu

red,

so t

hat

eve

nt

staf

f ca

n a

dap

t th

eir

activi

ties

, e.

g.

move

to a

noth

er a

rea,

sum

mon

assi

stan

ce,

pro

vide

direc

tions,

so t

hat

contr

acto

rs,

supplie

rs a

nd

per

form

ers

can a

men

d p

lans,

so t

hat

em

ergen

cy s

ervi

ces

can u

pdat

e co

ntingen

cy a

rran

gem

ents

3.6

Exp

lain

the

pro

cess

es t

o

follo

w t

o c

om

munic

ate

chan

ges

and d

evel

opm

ents

during a

n e

vent

□

Ran

ge

of

met

hods

that

may

be

use

d t

o c

om

munic

ate

chan

ges

and

dev

elopm

ents

during a

n e

vent

to e

vent

staf

f an

d o

ther

s su

ch a

s em

ergen

cy s

ervi

ces,

per

form

ers,

contr

acto

rs,

e.g.

brief

ings,

han

douts

, ro

ute

-mar

king a

nd s

igns,

info

rmat

ion d

ispla

ys,

scre

ens,

sco

reboar

ds,

fa

ce-t

o-f

ace

conta

ct,

PA s

yste

ms,

rad

io s

yste

ms,

loud h

aile

rs;

usi

ng

agre

ed p

roto

cols

for

com

munic

atio

ns;

hav

ing a

ccura

te s

ite

pla

ns

or

map

s w

ith c

lear

codin

g o

f ar

eas

so t

hat

the

impac

t of

chan

ges

and

dev

elopm

ents

can

be

asse

ssed


83


Delivery

This unit links to units on planning an event, health, safety and security, and establishing effective working relationships.

This unit should be delivered in a way that develops knowledge and understanding of the cohesive nature of managing an event and the importance of following plans and procedures to achieve a successful outcome.


the importance of following plans for the event

how to monitor against the plans and to identify when to intervene to ensure these are followed

the roles and responsibilities of various personnel at an event and the importance of ensuring these are clearly understood

methods of communication with personnel during an event

how to respond to problems and issues as these arise

how to manage changes to event plans

It is suggested that tutors combine delivery of this unit with activities related to health, safety and security, establishing working relationships and planning an event.

A useful opening would be through small-group discussions, during which learners can exchange their experiences of attending different events, for example music festival or concert – indoor/outdoor, sports event – indoor/outdoor, single or multiple locations, banquet, presentation, public meeting etc, both in this country and overseas. The discussion should focus on how the events were managed, how effective communications during the event were, how well learners were guided or supported at the event by various event personnel and how changes, issues such as delays, disruptions or incidents such as crowd disturbance or equipment failure during the event were handled. Tutors can take feedback on a flipchart or board and then share the findings of individual groups.

An assignment could include preparing a detailed operational plan for two events from contrasting sectors, for example sport and music, conference and charity fundraising. Learners could be asked to assume different roles and to set out the roles and responsibilities for these. Groups could discuss the interrelationship of the various roles. Using the internet to research examples would help learners to understand the range of aspects that need to be considered in order to maintain effective communication to those involved, and what might prevent this communication. Alternatively, learners may have ideas for actual events that they intend to initiate and use these as the basis for the above exercise. Tutors should ensure that the chosen events have sufficient contrast for the purposes of this unit.

The assignment or case study could then be developed to consider how problems or contingencies might be dealt with. Learners should be asked to prepare a chart or graphic to illustrate reporting responsibilities for different contingencies.


84

Knowledge of event management gained through active involvement rather than through a purely theoretical context is key. Wherever possible, learners should have the opportunity to interact with event management professionals, for example through presentations, workshops or work shadowing, so that they can discuss how events are monitored using operational plans, and how these plans are adapted to meet changing demands. This may be through work shadowing.

Assessment


Assessment should be planned to ensure efficient and effective gathering of evidence, through integrated tasks and activities. These should enable learners to produce valid, sufficient and reliable evidence that relates directly to the assessment criteria across several linked units. Centres are encouraged to emphasise the practical application of knowledge and understanding in a work-related setting.

If learners are in an employment situation or on a work placement, it should be possible to observe them managing an event, briefing staff, dealing with problems and contingencies and adapting plans.

The best source of evidence for this unit is likely to be product evidence derived from their role in event management, for example records of briefings, event plans, incident reports from different events. Witness testimony from colleagues, suppliers, contractors, officials, managers, customers/visitors could be obtained verbally to provide evidence of leadership qualities, ability to respond to problems and decision-making skills.

Where learners rely on an assignment, such as that outlined above, it is recommended that this is an integrated assignment that covers planning, running and evaluating an event.


Simulations, including role play, for example debriefing after an incident or issue at an event, should be as realistic as possible and should be discussed with the Standards Verifier to ensure that these are valid, fair and reliable as a source of evidence.


85

Suggested resources

Textbooks

Adair J – How to Grow Leaders: The Seven Key Principles of Effective Leadership Development (Kogan Page, 2009) ISBN 978-0-74945-480-7


Brounstein M – Communicating Effectively for Dummies (J. Wiley & Sons, 2001) ISBN 978-0-76455-319-6
























86

Websites



What a method statement is and help on how to write one


www.pmi.org/About-Us/About-Us-What-is-Project-Management.aspx

Project Management Institute


87

Unit 7: Understanding Event Evaluation and Reporting

Unit reference number: D/600/8555

QCF level: 3

Credit value: 3


Unit aim

This unit sets out the basic principles required to evaluate and report on an event. Learners should understand the criticality of using evaluation to continuously improve performance. They will demonstrate how to gather and analyse information covering all aspects of an event against the critical success factors for their organisation. In doing so, they will ensure their evaluation is thorough, effective and meaningful and that findings impact on management of future events.

Essential resources


Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

88

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Exp

lain

the

import

ance

of

eval

uat

ing a

nd r

eport

ing o

n

an e

vent

□

Import

ance

of

eval

uat

ing a

n e

vent:

to im

pro

ve o

r m

ainta

in t

he

org

anis

atio

n’s

rep

uta

tion,

ensu

re s

afet

y, g

ain p

ublic

confiden

ce,

impro

ve

effici

ency

and e

ffec

tive

nes

s

1.2

Exp

lain

the

role

that

ev

aluat

ion p

lays

in

continuous

per

form

ance

im

pro

vem

ent

for

thei

r ow

n

org

anis

atio

n a

nd f

or

oth

er

stak

ehold

ers

□

Role

of

eval

uat

ion:

how

eva

luat

ion is

critic

al t

o a

chie

ving c

ontinuous

impro

vem

ent

for

man

agin

g f

utu

re e

vents

; how

the

eval

uat

ion p

roce

ss

def

ines

crite

ria

for

judgin

g s

ucc

ess

of

an e

vent,

the

info

rmat

ion a

nd

dat

a nee

ded

and t

he

use

to w

hic

h t

his

will

be

put;

how

dec

isio

ns

on

futu

re e

vents

are

influen

ced b

y ev

aluat

ion r

eport

s; w

hy

it is

import

ant

that

eva

luat

ions

are

syst

emat

ic a

nd t

horo

ugh s

o t

hat

ther

e is

confiden

ce

in t

he

findin

gs

1

Under

stan

d t

he

princi

ple

s of

eval

uat

ing a

n

even

t

1.3

D

escr

ibe

the

princi

ple

s an

d

met

hods

invo

lved

in

eval

uat

ion

□

Prin

ciple

s an

d m

ethods

of

eval

uat

ion:

usi

ng q

ual

itat

ive

and q

uan

tita

tive

m

ethods

□

Qual

itat

ive

met

hods

are

usi

ng n

arra

tive

or

des

crip

tive

dat

a su

ch a

s vi

ews

and a

ttitudes

, fe

edbac

k fr

om

cust

om

ers,

sponso

rs,

per

form

ers,

oth

er s

take

hold

ers

□

Quan

tita

tive

met

hods

are

usi

ng n

um

eric

al d

ata

such

as

tick

et s

ales

, au

die

nce

num

ber

s, r

even

ue

□

Eva

luat

ion m

ay b

e direc

t, e

.g.

cust

om

er s

urv

eys,

per

sonal

obse

rvat

ion

or

indirec

t, e

.g.

com

men

ts v

ia s

oci

al m

edia

sites

, fo

llow

-on s

ales

, re

pea

t booki

ngs,

cust

om

er e

nquirie

s

□

Why

it is

import

ant

to incl

ude

stak

ehold

ers

in e

valu

atio

n o

f an

eve

nt

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

89

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.4

Exp

lain

why

it is

import

ant

to iden

tify

and u

se c

ritica

l su

cces

s fa

ctors

when

ev

aluat

ing e

vents

□

Iden

tify

ing a

nd u

sing c

ritica

l su

cces

s fa

ctors

: how

to iden

tify

critica

l su

cces

s fa

ctors

whic

h a

re im

port

ant

to t

he

org

anis

atio

n,

the

aspec

ts b

y w

hic

h t

he

org

anis

atio

n judges

its

succ

ess

in e

vent

man

agem

ent,

how

th

ese

are

tran

slat

ed into

mea

sura

ble

per

form

ance

indic

ators

, w

ho h

as

resp

onsi

bili

ty f

or

monitoring t

hes

e, h

ow

they

should

be

reco

rded

and

report

ed u

pon

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

90

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

D

escr

ibe

the

spec

ific

pro

cess

es invo

lved

in

eval

uat

ing e

vents

in t

hei

r se

ctor

□

Proce

sses

of

eval

uat

ing a

n e

vent:

deb

rief

ing m

eetings,

rev

iew

s w

ith k

ey

staf

f, k

ey s

take

hold

ers,

e.g

. su

pplie

rs,

contr

acto

rs,

loca

l au

thority

offic

ers,

em

ergen

cy s

ervi

ces;

obta

inin

g a

nd p

repar

ing d

ata

and

info

rmat

ion in s

uitab

le f

orm

ats;

obta

inin

g a

nd c

olla

ting o

pin

ions

and

feed

bac

k at

the

even

t, a

fter

the

even

t, e

.g.

from

cust

om

ers,

del

egat

es,

clie

nts

, st

aff,

volu

nte

ers;

usi

ng s

urv

eys,

gat

her

ing o

nlin

e fe

edbac

k, e

.g.

on s

oci

al n

etw

ork

ing s

ites

, YouTube;

sum

mar

isin

g a

spec

ts o

f su

cces

s an

d a

reas

for

impro

vem

ent;

rep

ort

ing a

gai

nst

critica

l su

cces

s fa

ctors

2.2

Id

entify

the

mai

n r

elev

ant

legal

and r

egula

tory

re

quirem

ents

that

apply

to

the

eval

uat

ion o

f ev

ents

in

thei

r se

ctor

□

Legal

and r

egula

tory

req

uirem

ents

that

apply

to t

he

eval

uat

ion o

f ev

ents

: hea

lth a

nd s

afet

y le

gis

lation,

envi

ronm

enta

l hea

lth leg

isla

tion,

wel

fare

req

uirem

ents

, fo

od s

afet

y le

gis

lation,

firs

t ai

d a

nd m

edic

al

pro

visi

on;

traf

fic

man

agem

ent,

fire

and e

mer

gen

cy s

ervi

ces

acce

ss;

sport

s ev

ents

leg

isla

tion

2.3

Exp

lain

how

to c

hoose

finan

cial

and n

on-f

inan

cial

cr

itic

al s

ucc

ess

fact

ors

□

Finan

cial

and n

on-f

inan

cial

critica

l su

cces

s fa

ctors

: ke

y ar

eas

that

are

ta

rget

ed b

y th

e org

anis

atio

n,

e.g.

even

t m

anag

emen

t pro

cedure

s, I

T

syst

ems

for

man

agem

ent,

sal

es,

pro

motion,

secu

rity

, em

plo

yee

skill

s

□

How

thes

e fa

ctors

may

diffe

r dep

endin

g o

n t

he

type

of

even

t; h

ow

to

iden

tify

, se

lect

and p

rioritise

thes

e fo

r an

eve

nt

in t

erm

s of

org

anis

atio

nal

aim

s, in t

erm

s of

legal

req

uirem

ents

; w

ho t

o c

onsu

lt t

o

chec

k cu

rren

t priorities

2.4

D

escr

ibe

the

mai

n

info

rmat

ion s

ourc

es t

hat

can

be

use

d t

o e

valu

ate

an

even

t

□

Info

rmat

ion s

ourc

es:

sourc

es f

rom

within

the

org

anis

atio

n,

sourc

es f

rom

outs

ide

the

org

anis

atio

n;

direc

t an

d indirec

t in

form

atio

n,

e.g.

from

direc

t obse

rvat

ion o

r in

volv

emen

t, d

ata

from

tic

kets

and e

ntr

y poin

ts,

feed

bac

k fr

om

cust

om

ers,

eve

nt

offic

ials

, em

ergen

cy s

ervi

ces,

public

au

thority

off

icer

s, s

upplie

rs,

per

form

ers,

bro

adca

ster

s

2

Under

stan

d h

ow

to

eval

uat

e an

eve

nt

2.5

Exp

lain

how

to a

cces

s re

leva

nt

info

rmat

ion s

ourc

es □

H

ow

to a

cces

s re

leva

nt

info

rmat

ion s

ourc

es:

obta

inin

g info

rmat

ion f

rom

so

urc

es f

rom

within

the

org

anis

atio

n,

sourc

es f

rom

outs

ide

the

org

anis

atio

n,

e.g. by

emai

l, p

hone,

eve

nt

brief

ings,

colla

ted d

ata,

gove

rnm

ent

dat

a, inte

rnet

sites

, tr

ade

journ

als

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

91

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.6

Exp

lain

why

it is

import

ant

to v

erify

info

rmat

ion u

sed

for

eval

uat

ion

□

Why

it is

import

ant

to v

erify

info

rmat

ion u

sed f

or

eval

uat

ion:

to r

educe

or

elim

inat

e er

rors

, to

ensu

re t

hat

info

rmat

ion is

curr

ent,

acc

ura

te a

nd

com

ple

te;

so t

hat

concl

usi

ons

bas

ed o

n t

he

dat

a ar

e va

lid,

so t

hat

dec

isio

ns

that

follo

w t

he

eval

uat

ion c

an b

e m

ade

with c

onfiden

ce;

why

it

is im

port

ant

to d

o s

o b

efore

pre

senting s

um

mar

y findin

gs

with

judgem

ents

2.7

D

escr

ibe

how

to v

erify

info

rmat

ion s

ourc

es

□

How

to v

erify

info

rmat

ion s

ourc

es:

by

cross

chec

king d

ata

and

info

rmat

ion s

ourc

es,

e.g.

thro

ugh b

ack

work

ing d

ata,

by

ques

tionin

g k

ey

sourc

es,

by

usi

ng a

mix

of

qual

itat

ive

and q

uan

tita

tive

dat

a an

d

info

rmat

ion,

by

com

par

ing w

ith d

ata

from

indep

enden

t so

urc

es s

uch

as

gove

rnm

ent

agen

cies

, by

seek

ing a

dvi

ce f

rom

indep

enden

t ex

per

ts

2.8

D

escr

ibe

the

diffe

rent

types

of

info

rmat

ion t

hat

can

be

use

d a

nd t

hei

r re

lative

val

ue

to a

n e

valu

atio

n

□

Diffe

rent

types

of

info

rmat

ion t

hat

can

be

use

d a

nd t

hei

r re

lative

val

ue

to a

n e

valu

atio

n:

info

rmat

ion r

ecei

ved,

e.g.

by

emai

l, p

hone,

eve

nt

brief

ings,

colla

ted d

ata

from

supplie

rs,

offic

ials

, direc

t an

d indirec

t fe

edbac

k fr

om

clie

nts

and c

ust

om

ers,

fee

dbac

k on inte

rnet

sites

, vi

deo

fo

ota

ge

of

the

even

t; h

ow

to w

eight

info

rmat

ion d

epen

din

g o

n s

ourc

e,

exte

nt

or

freq

uen

cy,

exper

ience

and e

xper

tise

, fa

ctors

that

may

hav

e in

fluen

ced f

eedbac

k or

dat

a, e

.g. per

sonal

opin

ions,

pro

ble

ms

at o

r bef

ore

the

even

t

2.9

Exp

lain

the

pro

cess

es f

or

colla

ting a

nd a

nal

ysin

g

even

t in

form

atio

n

□

Colla

ting a

nd a

nal

ysin

g e

vent

info

rmat

ion:

how

to a

nal

yse

info

rmat

ion

by

bre

akin

g d

ow

n d

ata

to iden

tifiab

le s

ourc

es;

asse

ssin

g o

r co

mpar

ing

dat

a fr

om

pre

vious

even

ts o

r fr

om

sim

ilar

even

ts h

eld e

lsew

her

e;

anal

ysin

g d

ata

from

diffe

rent

sourc

es;

com

par

ing p

roje

cted

spen

d

agai

nst

act

ual

to p

redic

t pro

fit

or

loss

; re

view

ing inco

me

and

expen

diture

under

eve

nt

budget

sub-h

eadin

gs,

e.g

. hosp

ital

ity,

sec

urity

, tr

ansp

ort

, fa

cilit

y co

sts,

em

ergen

cy a

nd s

upport

ser

vice

s

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

92

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

D

escr

ibe

the

key

com

ponen

ts t

hat

should

ap

pea

r in

an e

valu

atio

n

report

□

Key

com

ponen

ts in a

n e

valu

atio

n r

eport

: det

aile

d a

nd s

um

mar

y in

form

atio

n o

n t

he

even

t under

hea

din

gs,

e.g

. dat

e, t

ype,

ven

ue,

at

tendan

ce,

even

t m

anag

er,

key

offic

ers,

fin

anci

al s

um

mar

y, f

eedbac

k re

ceiv

ed,

sale

s, p

rom

otion,

secu

rity

, hosp

ital

ity,

fac

ility

, em

ergen

cy a

nd

support

ser

vice

s, e

vent

staf

fing a

nd v

olu

nte

ers;

ass

essm

ent

agai

nst

cr

itic

al s

ucc

ess

fact

ors

for

the

even

t; a

reas

of

conce

rn;

reco

mm

endat

ions

for

impro

vem

ents

3.2

Exp

lain

who e

valu

atio

n

report

s sh

ould

be

dis

sem

inat

ed t

o

□

Dis

sem

inat

ion o

f th

e ev

aluat

ion r

epor

t: w

ho e

valu

atio

n r

eport

s sh

ould

be

dis

sem

inat

ed t

o w

ithin

the

org

anis

atio

n,

e.g.

man

ager

s, t

eam

le

ader

s, s

ite

safe

ty o

ffic

er;

outs

ide

the

org

anis

atio

n,

e.g.

emer

gen

cy

serv

ices

, sp

onso

rs a

nd p

rom

ote

rs,

licen

sing a

uth

ority

, ch

ief

secu

rity

offic

er,

stak

ehold

ers

such

as

com

munity

gro

ups;

follo

win

g t

he

agre

ed

form

at f

or

report

s to

ext

ernal

and inte

rnal

rec

ipie

nts

; re

dac

ting

confiden

tial

info

rmat

ion b

efore

ext

ernal

dis

sem

inat

ion;

follo

win

g a

gre

ed

pro

toco

ls,

e.g.

when

to s

end c

opie

s to

Com

mitte

e Chai

rs o

r se

nio

r m

anag

ers

3

Under

stan

d h

ow

to

report

on t

he

eval

uat

ion o

f an

ev

ent

3.3

Exp

lain

how

to d

isse

min

ate

eval

uat

ion r

eport

s □

H

ow

to d

isse

min

ate

eval

uat

ion r

eport

s, e

.g.

by

emai

l, h

ard c

opy,

by

pre

senta

tion,

by

video

lin

k, u

sing intr

anet

fac

ilities

; fo

llow

ing a

gre

ed

org

anis

atio

nal

pro

toco

ls,

prioritisi

ng r

ecip

ients

, en

suring r

eport

s ar

e se

aled

or

mar

ked a

ppro

priat

ely

for

dis

sem

inat

ion;

redac

ting c

onfiden

tial

in

form

atio

n b

efore

ext

ernal

dis

sem

inat

ion;

follo

win

g t

he

agre

ed

tim

esca

le f

or

dis

sem

inat

ing t

he

eval

uat

ion r

eport

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

93

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.4

Exp

lain

the

import

ance

of

confiden

tial

ity

□

Import

ance

of

confiden

tial

ity

and t

he

implic

atio

ns

if t

his

is

dis

regar

ded

: how

som

e in

form

atio

n in t

he

report

may

be

pro

tect

ed u

nder

the

Dat

a Pro

tect

ion A

ct,

the

implic

atio

ns

if t

his

is

bre

ached

, i.e.

dam

age

to

per

sons,

loss

of

priva

cy o

r re

puta

tion

□

How

som

e in

form

atio

n m

ust

rem

ain c

onfiden

tial

to m

ainta

in s

ecurity

an

d s

afet

y, e

.g.

det

ails

of

secu

rity

pla

ns

and r

esourc

ing,

acce

ss r

oute

s fo

r per

form

ers,

the

implic

atio

ns

if t

his

info

rmat

ion is

not

kept

confiden

tial

□

How

info

rmat

ion o

n o

ther

asp

ects

such

as

tick

etin

g,

reve

nue

or

oth

er

finan

cial

asp

ects

must

rem

ain c

onfiden

tial

to p

rote

ct t

he

org

anis

atio

n’s

busi

nes

s an

d r

eputa

tion

□

Why

it is

import

ant

to k

eep s

om

e in

form

atio

n c

onfiden

tial

, e.

g.

adva

nce

in

form

atio

n o

n p

ote

ntial

per

form

ers,

mer

chan

dis

ing,

envi

ronm

enta

l im

pac

t as

sess

men

ts o

f usi

ng c

erta

in v

enues

to a

void

adve

rse

public

ity,

to

avo

id u

nau

thorise

d m

erch

andis

ing,

to p

rote

ct v

enues

3.5

Id

entify

what

typ

es o

f in

form

atio

n m

ight

be

confiden

tial

□

What

typ

es o

f in

form

atio

n m

ight

be

confiden

tial

, e.

g.

finan

cial

in

form

atio

n,

secu

rity

iss

ues

, per

sonal

det

ails

of

staf

f, m

ember

s of

the

public

, off

icer

s in

volv

ed in t

he

even

t

3.6

D

escr

ibe

how

to t

reat

co

nfiden

tial

info

rmat

ion

□

How

to t

reat

confiden

tial

info

rmat

ion t

o c

om

ply

with o

rgan

isat

ional

pro

toco

ls,

Dat

a Pr

ote

ctio

n r

equirem

ents

□

How

to m

ark

report

s to

res

tric

t si

ght

to n

amed

per

sonnel

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

94

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.1

D

escr

ibe

the

exte

nt

of

thei

r ow

n r

esponsi

bili

ties

for

eval

uat

ion

□

Res

ponsi

bili

ties

for

eval

uat

ion:

how

it

is im

port

ant

to e

nsu

re a

ccura

cy

and t

imel

ines

s in

pro

vidin

g t

he

eval

uat

ion;

how

to e

nsu

re t

hat

in

form

atio

n a

nd f

eedbac

k ar

e gat

her

ed s

ensi

tive

ly a

nd p

rofe

ssio

nal

ly;

who t

o c

hec

k w

ith t

o e

nsu

re info

rmat

ion is

gat

her

ed o

n t

ime;

why

it is

import

ant

to lia

ise

with k

ey s

take

hold

ers

thro

ughout

the

eval

uat

ion t

o

mai

nta

in t

hei

r su

pport

; en

suring o

rgan

isat

ional

pro

toco

ls,

e.g.

when

co

nta

ctin

g s

upplie

rs o

r off

icer

s, a

re m

ainta

ined

at

all tim

es

4.2

D

escr

ibe

how

thei

r ro

le

rela

tes

to t

he

role

s of

oth

ers

in y

our

org

anis

atio

n

□

How

thei

r ro

le r

elat

es t

o o

ther

s in

the

org

anis

atio

n:

the

range

of

colle

agues

and t

hei

r ro

les

who a

re invo

lved

in e

vent

pla

nnin

g a

nd

oper

atio

n;

colle

agues

incl

ude

those

at

the

sam

e le

vel, t

hose

at

diffe

rent

leve

ls,

man

ager

s, c

olle

agues

at

diffe

rent

site

s, e

.g.

regio

nal

bra

nch

es,

ove

rsea

s bra

nch

es;

the

way

s in

whic

h t

hei

r ro

le d

epen

ds

on t

he

input

and s

upport

of

oth

ers;

how

thei

r ow

n r

ole

support

s co

lleag

ues

to

per

form

thei

r duties

; th

e lim

its

of

thei

r ow

n r

esponsi

bili

ties

for

oth

ers;

th

eir

line

man

agem

ent

acco

unta

bili

ties

4

Under

stan

d t

he

org

anis

atio

nal

co

nte

xt f

or

eval

uat

ing a

nd

report

ing o

n t

he

succ

ess

of

an

even

t

4.3

D

escr

ibe

the

mai

n

resp

onsi

bili

ties

of

colle

agues

w

hen

eva

luat

ing a

n e

vent

and o

ther

org

anis

atio

ns

with

whom

they

can

lia

ise

□

Mai

n r

esponsi

bili

ties

of

colle

agues

when

eva

luat

ing a

n e

vent,

how

this

m

ust

be

agre

ed b

efore

the

even

t; w

hy

this

must

be

take

n into

acc

ount

when

gat

her

ing info

rmat

ion a

nd c

onfirm

ing f

indin

gs,

e.g

. to

ensu

re

info

rmat

ion is

pro

duce

d in t

he

corr

ect

form

at,

or

to a

void

del

ays

□

How

to lia

ise

with o

ther

org

anis

atio

ns

to e

nsu

re t

he

even

t ev

aluat

ion is

thoro

ugh,

e.g.

loca

l au

thorities

, em

ergen

cy s

ervi

ces,

contr

acto

rs,

supplie

rs


95


Delivery

This unit should be delivered in a way that develops knowledge and understanding of evaluation and reporting on different types of events. Learners need to know and understand:

the importance of evaluation to improve event management and success

how to identify information and data needed to be able to evaluate thoroughly

the processes and protocols of their organisation in relation to reporting and liaison with external organisations

the issues presented by different contexts of a range of events that could impact on their success

the various legal and other requirements for different events

how to evaluate an event against their organisation’s critical success factors

A useful opening would be through small-group discussions, during which learners can exchange their experiences of attending different events, for example music festival or concert – indoor/outdoor, sports event – indoor/outdoor, single or multiple locations, public meeting etc, both in this country and overseas. The discussion should focus on what might have been the ‘critical success factors’ for the event/events. Learners should be encouraged to consider the main purposes and aims of the event/events under broad headings and then propose specific criteria against which they could succeed or otherwise. The discussion should endeavour to identify feedback that is both qualitative – for example their own opinions/reactions during and after the event – and quantitative – such as reports on the event giving details of audience numbers, incidents etc. Issues such as security, venue, facilities, transport, language, additional features should also be evaluated in terms of how they contributed to the success or otherwise of the event/events. Tutors can take feedback on a flipchart or board and then share the findings of individual groups.

Based on the above, learners should be asked to draw up a checklist of criteria for evaluating events. Using this checklist they should be encouraged to review two events from contrasting sectors, for example sport and music, conference and charity fundraising etc. This could include looking at video footage of events or discussing with event professionals.

Assignments or case studies could then be developed to focus on events that were successful or those that had issues. This research could be presented via a presentation and include an evaluation against possible critical success factors for the event, and options for improvement. Learners should identify any information in their evaluation report that would be confidential or restricted and explain why.

Knowledge of event management gained through active involvement rather than through a purely theoretical context, is important. Wherever possible, learners should have the opportunity to work with event management professionals or those involved in events so that they can experience the different aspects and how these contribute to the overall operation of the event. In doing so they will gain firsthand experience to add to the event evaluation assignment.


96

Assessment


Assessment should be planned to ensure efficient and effective gathering of evidence, through holistic tasks and activities. For example, an assignment/project to research an event opportunity, plan the event and evaluate it would provide a coherent task that would cover several units.

If learners are in an employment situation or on a work placement, it should be possible to observe them undertaking event debriefings, thereby gaining direct evidence of their ability to evaluate effectively, weight the quality of the information and judge the relative importance of the information against the critical success factors for their organisation.

The predominant source of evidence for this unit is likely to be product evidence derived from their role in event management, for example records of sales, ticketing, hospitality data received, security briefings, feedback collated, minutes from event briefings, emails to suppliers, contractors, officials etc relating to an event, evaluation reports from different events. It is suggested that learners evaluate two events from contrasting sectors that differ in terms of size, type, client group etc.

Witness testimony from colleagues, suppliers, contractors, officials and managers could be obtained verbally to provide evidence of learners’ thoroughness and accuracy of judgement when evaluating events.

Additional evidence of knowledge and understanding may be gathered through professional discussion with learners. They should be encouraged to bring any actual performance evidence to the discussion, so that this may be referred to as validation.

Simulations, including role play, for example planning for or debriefing after an event, should be as realistic as possible and should be discussed with the Standards Verifier to ensure that this is valid, fair and reliable as a source of evidence. The simulation should be assessed through observation to provide evidence.


97

Suggested resources

Textbooks















Websites

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98

Unit 8: Understanding Working Relationships in the Events Industry

Unit reference number: H/600/8556

QCF level: 3

Credit value: 4


Unit aim

This unit focuses on developing productive working relationships with colleagues, within learners’ own organisation, with other organisations and with identified stakeholders. It involves being aware of the roles, responsibilities, interests and concerns of colleagues and stakeholders and demonstrating how to work with and support them in various ways. The need to monitor and review the effectiveness of working relationships with colleagues and stakeholders is also a key requirement of this unit.

‘Stakeholder’ refers to individuals or organisations that have a material, legal or political interest in, or who may be affected by, the activities and performance of learners’ organisations.

‘Colleagues’ are those with whom learners work, and may be at the same or another level within the organisation.

Essential resources


Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

99

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

D

escr

ibe

the

types

of

colle

agues

with w

hom

an

even

ts c

o-o

rdin

ator

work

s

□

Typ

es o

f co

lleag

ues

: th

ose

within

the

org

anis

atio

n invo

lved

in p

lannin

g

and c

oord

inat

ing e

vents

; at

the

sam

e le

vel, a

t a

diffe

rent

leve

l;

colle

agues

at

the

sam

e si

te,

colle

agues

at

rem

ote

sites

1.2

Exp

lain

the

diffe

rent

role

s an

d r

esponsi

bili

ties

that

diffe

rent

colle

agues

hav

e

□

Diffe

rent

role

s an

d r

esponsi

bili

ties

of

colle

agues

, e.

g.

contr

act

neg

otiat

ion,

finan

cial

man

agem

ent,

budget

set

ting a

nd m

onitoring,

adm

inis

trat

ion,

mar

keting a

nd s

ales

, sa

fety

and lic

ensi

ng c

om

plia

nce

, pro

cure

men

t, leg

al,

cust

om

er lia

ison;

the

import

ance

of

know

ing w

hat

diffe

rent

colle

agues

do a

nd t

he

par

t th

ey p

lay

in p

lannin

g a

nd

coord

inat

ing e

vents

; w

ho t

o incl

ude

when

pla

nnin

g a

nd c

oord

inat

ing

even

ts;

the

added

val

ue

that

effec

tive

work

ing w

ith c

olle

agues

can

bring

to e

vent

pla

nnin

g a

nd c

oord

inat

ion

1.3

Exp

lain

the

conce

pt

of

‘sta

kehold

er’ in

the

conte

xt

of

an e

vent

□

The

conce

pt

of

‘sta

kehold

er’ in

the

conte

xt o

f an

eve

nt:

indiv

idual

s or

org

anis

atio

ns

that

hav

e a

mat

eria

l, leg

al o

r polit

ical

inte

rest

in t

he

even

t, t

hose

who m

ay b

e af

fect

ed b

y th

e ev

ent

or

rela

ted a

ctiv

itie

s

1.4

D

escr

ibe

the

diffe

rent

types

of

stak

ehold

ers

that

mig

ht

be

rele

vant

to a

n e

vent

□

Diffe

rent

stak

ehold

ers

for

even

ts,

e.g.

com

mis

sionin

g a

gen

ts,

per

form

ers,

fac

ility

ow

ner

s an

d m

anag

ers,

contr

acto

rs,

supplie

rs,

secu

rity

offic

ials

, em

ergen

cy s

ervi

ces,

lic

ensi

ng a

uth

ority

off

icer

s,

nei

ghbourh

ood o

r lo

cal co

mm

unity

mem

ber

s an

d g

roups,

mem

ber

s of

the

public

1

Under

stan

d t

he

valu

e of

work

ing

rela

tionsh

ips

with

colle

agues

and

stak

ehold

ers

during t

he

pla

nnin

g a

nd c

o-

ord

inat

ion o

f an

ev

ent

1.5

Eva

luat

e th

e in

tere

sts

that

diffe

rent

stak

ehold

ers

may

hav

e in

an e

vent

□

Sta

kehold

er inte

rest

s: t

he

range

of

finan

cial

, m

ater

ial, p

erso

nal

, polit

ical

in

tere

sts

whic

h d

iffe

rent

stak

ehold

ers

may

hav

e; h

ow

thes

e w

ill d

iffe

r dep

endin

g o

n t

ype

and s

ize

of

even

t, loca

tion;

the

poss

ible

conflic

ts o

f in

tere

st t

hat

may

cre

ate

issu

es;

why

it is

import

ant

to a

sses

s th

ese

and

eval

uat

e th

eir

impac

t w

hen

pla

nnin

g a

nd c

oord

inat

ing a

n e

vent

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

10

0

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.6

Exp

lain

the

import

ance

of

mai

nta

inin

g e

ffec

tive

w

ork

ing r

elat

ionsh

ips

with

colle

agues

□

Import

ance

of

mai

nta

inin

g e

ffec

tive

work

ing r

elat

ionsh

ips

with

colle

agues

to e

nsu

re c

ooper

atio

n in m

eeting r

equirem

ents

, e.

g.

hea

lth,

safe

ty a

nd s

ecurity

, to

enco

ura

ge

team

work

, to

build

com

mitm

ent

to

achie

ving t

he

even

t ai

ms,

to o

verc

om

e pro

ble

ms,

to e

nsu

re

com

munic

atio

n c

han

nel

s ar

e open

and d

irec

t, t

o p

rom

ote

pride

in h

igh

stan

dar

ds

of

per

form

ance

1.7

Exp

lain

the

import

ance

of

mai

nta

inin

g e

ffec

tive

w

ork

ing r

elat

ionsh

ips

with

stak

ehold

ers

□

Import

ance

of

mai

nta

inin

g e

ffec

tive

work

ing r

elat

ionsh

ips

with

stak

ehold

ers:

to e

nsu

re c

ooper

atio

n in c

om

ply

ing w

ith s

ite

safe

ty r

ule

s,

to r

esolv

e pro

ble

ms,

to o

verc

om

e obje

ctio

ns

and c

once

rns,

to e

nco

ura

ge

join

t co

mm

itm

ent

to a

chie

ving a

succ

essf

ul ev

ent,

to e

nab

le

com

munic

atio

n t

o b

e m

eanin

gfu

l, t

o build

rap

port

bet

wee

n d

iffe

rent

stak

ehold

ers

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

10

1

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

Exp

lain

how

to iden

tify

w

hic

h c

olle

agues

and

stak

ehold

ers

an e

vent

org

anis

er m

ay n

eed t

o w

ork

w

ith

□

Iden

tify

ing r

elev

ant

colle

agues

and s

take

hold

ers:

the

import

ance

of

ensu

ring t

hat

all

rele

vant

colle

agues

and s

take

hold

ers

are

iden

tified

w

hen

pla

nnin

g a

n e

vent;

thro

ugh s

eeki

ng a

dvi

ce f

rom

exp

erie

nce

d

colle

agues

or

stak

ehold

ers

to c

onfirm

thei

r poss

ible

rel

evan

ce in

pla

nnin

g a

n e

vent;

thro

ugh r

esea

rchin

g s

imila

r ev

ents

to iden

tify

pote

ntial

sta

kehold

ers;

by

read

ing g

uid

ance

fro

m p

rofe

ssio

nal

bodie

s,

e.g.

HSE,

by

read

ing c

ases

stu

die

s of

sim

ilar

even

ts

2.2

D

escr

ibe

how

to m

ake

conta

ct w

ith r

elev

ant

colle

agues

and s

take

hold

ers

□

Mak

ing c

onta

ct:

mak

ing c

onta

ct w

ith c

olle

agues

and s

take

hold

ers

via

phone,

em

ail, u

sing w

ebsi

tes,

sen

din

g let

ters

and c

ircu

lars

, pla

cing

adve

rtis

emen

ts,

notice

s; s

elec

ting t

he

most

appro

priat

e m

eans

dep

endin

g o

n r

equirem

ents

, e.

g.

urg

ency

, co

nfiden

tial

ity;

how

to

prioritise

conta

ct w

ith c

olle

agues

and s

take

hold

ers

to e

nsu

re p

roto

cols

ar

e obse

rved

2

Under

stan

d h

ow

to

esta

blis

h w

ork

ing

rela

tionsh

ips

with

colle

agues

and

stak

ehold

ers

during t

he

pla

nnin

g a

nd c

o-

ord

inat

ion o

f an

ev

ent

2.3

D

escr

ibe

how

to a

gre

e w

ork

ing a

rran

gem

ents

and

com

munic

atio

n m

ethods

with c

olle

agues

and

stak

ehold

ers

□

Work

ing a

rran

gem

ents

and c

om

munic

atio

n m

ethods:

sel

ecting a

nd

def

inin

g a

ppro

priat

e w

ork

ing a

rran

gem

ents

, e.

g.

mee

tings,

lin

e m

anag

emen

t re

sponsi

bili

ties

, au

thorisa

tion lev

els,

des

ignat

ing r

ole

s of

key

even

t per

sonnel

; th

e im

port

ance

of

doin

g s

o a

t an

ear

ly s

tage

in

pla

nnin

g a

n e

vent;

when

to u

se c

erta

in m

ethods

of

com

munic

atio

ns,

e.

g.

phone,

em

ail, t

ext,

let

ter;

how

to o

bse

rve

pro

toco

ls w

hen

ci

rcula

ting info

rmat

ion w

ith c

olle

agues

and s

take

hold

ers,

e.g

. co

pyi

ng

in,

gro

up c

ircu

lations;

when

iss

ues

of

secu

rity

or

confiden

tial

ity

affe

ct

conta

ct a

nd c

om

munic

atio

ns

with a

nd b

etw

een c

olle

agues

and

stak

ehold

ers;

how

to e

nsu

re c

onta

ct is

secu

re a

nd c

onfiden

tial

, e.

g.

rest

rict

ed c

ircu

lation,

nee

d-t

o-k

now

bas

is;

why

it is

import

ant

to f

ollo

w

agre

ed m

ethods

of

com

munic

atio

ns

and c

onta

ct w

ith c

olle

agues

and

stak

ehold

ers

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

10

2

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

Exp

lain

the

import

ance

of

effe

ctiv

e co

mm

unic

atio

n

with c

olle

agues

and

stak

ehold

ers

□

Effec

tive

com

munic

atio

ns:

how

to p

rovi

de

colle

agues

and s

take

hold

ers

with a

ppro

priat

e in

form

atio

n,

within

agre

ed t

imes

cale

s an

d in t

he

corr

ect

form

at;

how

to p

rese

nt

info

rmat

ion c

lear

ly,

conci

sely

and

accu

rate

ly s

o t

hat

oth

ers

can u

nder

stan

d a

nd m

ake

judgem

ents

; usi

ng

diffe

rent

com

munic

atio

n s

tyle

s to

mee

t diffe

rent

nee

ds

3.2

Exp

lain

the

import

ance

of

resp

ecting t

he

role

s an

d

resp

onsi

bili

ties

of

diffe

rent

colle

agues

and s

take

hold

ers

□

Res

pec

ting c

olle

agues

and s

take

hold

ers:

res

pec

ting t

he

role

s an

d

resp

onsi

bili

ties

of

diffe

rent

colle

agues

and s

take

hold

ers;

res

pec

ting t

he

view

s of

oth

ers;

cre

atin

g a

com

mon g

oal;

why

it is

import

ant

to h

onour

com

mitm

ents

to c

olle

agues

and s

take

hold

ers

and t

o a

dvi

se t

hem

of

anyt

hin

g w

hic

h m

ight

pre

vent

this

; re

cognis

ing p

roto

cols

, la

nguag

e nee

ds,

div

ersi

ty;

show

ing s

ensi

tivi

ty t

o inte

rnal

polit

ics

whic

h m

ay

impac

t on p

lannin

g a

nd c

oord

inat

ing t

he

even

t

3.3

Exp

lain

the

import

ance

of

under

stan

din

g t

he

expec

tations

of

colle

agues

an

d s

take

hold

ers

□

Exp

ecta

tions

of

colle

agues

and s

take

hold

ers:

the

range

of

diffe

ring

nee

ds,

motiva

tions

and e

xpec

tations,

e.g

. finan

cial

, se

curity

, per

sonal

, m

ater

ial;

exp

ecta

tions

bas

ed o

n c

once

rns

from

pre

vious

exper

ience

s

□

Why

it is

import

ant

to u

nder

stan

d t

hes

e so

that

critica

l su

cces

s fa

ctors

fo

r th

e ev

ent

reflec

t ex

pec

tations

wher

e poss

ible

, so

that

lia

ison a

nd

com

munic

atio

n w

ith c

olle

agues

and s

take

hold

ers

is a

dap

ted t

o s

uit

expec

tations,

so t

hat

iss

ues

or

conce

rns

are

reso

lved

, so

that

any

limitin

g f

acto

rs,

e.g.

cost

, tim

e, v

enue

capac

ity,

acc

ess,

are

dis

cuss

ed

and e

xpec

tations

are

adju

sted

wher

e ap

pro

priat

e

3

Under

stan

d h

ow

to

mai

nta

in e

ffec

tive

w

ork

ing

rela

tionsh

ips

with

colle

agues

and

stak

ehold

ers

3.4

Exp

lain

the

import

ance

of

fulfill

ing o

wn c

om

mitm

ents

to

colle

agues

and

stak

ehold

ers

□

Import

ance

of

fulfill

ing c

om

mitm

ents

to c

olle

agues

and s

take

hold

ers:

to

insp

ire

trust

in o

wn lea

der

ship

, to

support

the

org

anis

atio

n’s

rep

uta

tion,

to b

uild

confiden

ce in w

ork

ing r

elat

ionsh

ips,

to lea

d b

y ex

ample

, to

pro

mote

goodw

ill

□

Conse

quen

ces

of

not

fulfill

ing c

om

mitm

ents

, e.

g.

loss

of

trust

and

cooper

atio

n,

poor

team

per

form

ance

, dea

dlin

es m

isse

d,

pro

ble

ms

unso

lved

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

10

3

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.5

D

escr

ibe

situ

atio

ns

in w

hic

h

conflic

ts o

f in

tere

st m

ay

occ

ur

with c

olle

agues

and

stak

ehold

ers

□

Conflic

ts o

f in

tere

st:

the

types

of

conflic

ts o

f in

tere

st w

hic

h m

ay o

ccur

when

pla

nnin

g a

n e

vent,

e.g

. st

akeh

old

er p

rofit

targ

ets

conflic

ting w

ith

safe

ty o

r se

curity

req

uirem

ents

, th

e nee

d t

o e

conom

ise

on e

xpen

diture

co

nflic

ting w

ith t

arget

audie

nce

dem

ands,

per

sonal

goal

s or

des

ires

ove

rrid

ing p

rofe

ssio

nal

advi

ce,

loca

l co

mm

unity

nee

ds

ignore

d t

o d

eliv

er

an e

vent,

eth

ical

or

soci

al p

refe

rence

s, e

.g.

mer

chan

dis

ing c

onflic

ting

with t

arget

pro

fit

mar

gin

s, v

enue

nee

ds

or

tran

sport

req

uirem

ents

co

nflic

ting w

ith e

nvi

ronm

enta

l im

pac

t

3.6

Exp

lain

how

to r

esolv

e co

nflic

ts o

f in

tere

st w

ith

colle

agues

and s

take

hold

ers

□

Res

olv

ing c

onflic

ts o

f in

tere

st t

hro

ugh n

egotiat

ion,

thro

ugh b

alan

cing

diffe

rent

nee

ds,

by

pro

vidin

g r

easo

ned

arg

um

ents

bas

ed o

n f

act,

by

esta

blis

hin

g a

‘w

in-w

in’ si

tuat

ion,

by

clar

ifyi

ng a

reas

of

conflic

t, b

y en

suring t

hat

those

invo

lved

under

stan

d e

ach o

ther

’s p

oin

ts o

f vi

ew,

by

off

erin

g a

lter

nat

ives

whic

h w

ill r

emove

the

conflic

t

3.7

Exp

lain

the

import

ance

of

consu

ltat

ion w

ith c

olle

agues

an

d s

take

hold

ers

prior

to

mak

ing d

ecis

ions

that

aff

ect

them

□

Import

ance

of

consu

ltat

ion:

how

this

should

form

an inte

gra

l par

t of

even

t pla

nnin

g;

the

import

ance

of

work

ing t

ow

ards

‘win

-win

’ si

tuat

ions

so t

hat

all

invo

lved

hav

e an

inte

rest

in t

he

even

t su

ccee

din

g;

ensu

ring

that

colle

agues

and s

take

hold

ers

are

awar

e of

and c

om

ply

with leg

al

requirem

ents

, in

dust

ry r

egula

tions,

org

anis

atio

nal

polic

ies

and

pro

fess

ional

codes

; th

e re

per

cuss

ions

of

not

consu

ltin

g p

rior

to m

akin

g

dec

isio

ns

that

affec

t co

lleag

ues

and s

take

hold

ers,

e.g

. lo

ss o

f tr

ust

, lo

ss

of

cooper

atio

n,

form

ing p

lans

bas

ed o

n inac

cura

te o

r in

com

ple

te

info

rmat

ion,

loss

of

org

anis

atio

nal

rep

uta

tion,

adve

rse

public

ity

3.8

D

escr

ibe

how

to c

onsu

lt w

ith

colle

agues

and s

take

hold

ers

on r

elev

ant

dec

isio

ns

□

How

to c

onsu

lt w

ith c

olle

agues

and s

take

hold

ers

on r

elev

ant

dec

isio

ns,

e.

g.

verb

ally

, by

lett

er,

by

emai

l ci

rcula

tion,

by

face

-to-f

ace

mee

tings,

te

leco

nfe

rence

s, s

urv

eys;

sel

ecting a

nd u

sing t

he

most

appro

priat

e m

ethods

of

consu

ltat

ion d

epen

din

g o

n t

ime,

cost

s, a

vaila

bili

ty,

confiden

tial

ity;

prioritisi

ng c

onsu

ltat

ions

bas

ed o

n leg

al r

equirem

ents

, cr

itic

al s

ucc

ess

fact

ors

, ai

ms

of

the

even

t; c

onsu

ltin

g in r

elat

ion t

o k

ey

dec

isio

ns

and a

ctiv

itie

s ta

king into

acc

ount

view

s, p

riorities

, ex

pec

tations

and a

ttitudes

to p

ote

ntial

ris

ks;

iden

tify

ing a

nd d

ealin

g

with d

isag

reem

ents

Pear

son B

TEC L

evel

3 C

ertifica

te in t

he

Prin

ciple

s of Eve

nt

Man

agem

ent

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

10

4

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.1

Exp

lain

the

import

ance

of

revi

ewin

g w

ork

ing

rela

tionsh

ips

with c

olle

agues

an

d s

take

hold

ers

□

Import

ance

of

revi

ewin

g w

ork

ing r

elat

ionsh

ips:

to iden

tify

are

as o

f su

cces

s an

d a

reas

nee

din

g im

pro

vem

ent;

to a

dju

st p

erfo

rman

ce t

arget

s w

her

e nee

ded

; to

hel

p t

o d

evel

op a

support

ive

atm

osp

her

e bet

wee

n

colle

agues

and s

take

hold

ers;

to p

rom

ote

tru

st;

to p

rovi

de

an

opport

unity

for

feed

bac

k

4.2

D

escr

ibe

how

to m

onitor

and

revi

ew t

he

effe

ctiv

enes

s of

work

ing r

elat

ionsh

ips

with

colle

agues

and s

take

hold

ers

□

Monitoring a

nd r

evie

win

g t

he

effe

ctiv

enes

s of

work

ing r

elat

ionsh

ips:

m

onitoring w

ork

ing r

elat

ionsh

ips

thro

ugh p

erso

nal

obse

rvat

ion,

from

fe

edbac

k, t

hro

ugh d

iscu

ssio

n a

nd m

eetings,

thro

ugh a

nal

ysin

g

per

form

ance

dat

a; e

valu

atin

g t

he

exte

nt

to w

hic

h w

ork

ing r

elat

ionsh

ips

affe

cted

or

wer

e af

fect

ed b

y co

mm

unic

atio

ns,

dec

isio

n m

akin

g,

consu

ltat

ions;

consi

der

ing t

he

impac

t of

ow

n b

ehav

iour

and a

ctio

ns

on

work

ing r

elat

ionsh

ips

with c

olle

agues

and s

take

hold

ers;

the

import

ance

of

hav

ing c

lear

tar

get

s fo

r ef

fect

ive

rela

tionsh

ips

4.3

Exp

lain

how

to s

eek

feed

bac

k fr

om

, an

d p

rovi

de

feed

bac

k to

, re

leva

nt

colle

agues

and s

take

hold

ers

to iden

tify

are

as f

or

impro

vem

ent

□

How

to s

eek

feed

bac

k fr

om

colle

agues

and s

take

hold

ers,

e.g

. direc

tly,

in

direc

tly,

per

sonal

ly,

thro

ugh o

ther

s; v

ia p

erso

nal

obse

rvat

ion,

usi

ng

soci

al m

edia

sites

, fr

om

surv

ey r

esponse

s; p

rovi

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g v

erbal

and w

ritt

en

feed

bac

k to

colle

agues

and s

take

hold

ers

via

one-

to-o

ne

inte

rvie

ws

and

mee

tings,

by

open

foru

ms,

by

lett

er,

by

com

men

dat

ions;

the

import

ance

of

ensu

ring f

eedbac

k is

const

ruct

ive;

how

to g

ive

effe

ctiv

e fe

edbac

k, e

.g.

bei

ng s

pec

ific

, per

form

ance

or

action r

elat

ed,

choosi

ng a

su

itab

le t

ime

and v

enue

4

Under

stan

d h

ow

to

revi

ew w

ork

ing

rela

tionsh

ips

with

colle

agues

and

stak

ehold

ers

4.4

D

escr

ibe

the

types

of

wid

er

dev

elopm

ents

that

may

occ

ur

whic

h m

ight

be

of

pote

ntial

inte

rest

or

conce

rn

to s

take

hold

ers

in t

he

futu

re

□

Typ

es o

f w

ider

dev

elopm

ents

incl

ude

issu

es w

hic

h m

ay b

e of

inte

rest

or

conce

rn t

o s

take

hold

ers

now

or

in t

he

futu

re,

e.g.

new

lic

ensi

ng

requirem

ents

, new

build

ing o

r tr

ansp

ort

pro

posa

ls,

stru

ctura

l ch

anges

to

venues

, ch

angin

g leg

isla

tion o

r in

dust

ry r

equirem

ents

whic

h w

ill r

estr

ict

even

t si

ze,

loca

tion,

tim

es,

leve

l of su

pport

ser

vice

s, s

ecurity

cle

aran

ces,

use

of

volu

nte

ers

at e

vents


105


Delivery

This unit is integral to units on planning and implementing events.

This unit should be delivered in a way that develops knowledge and understanding of effective working relationships and their value in planning and coordinating events.


the importance of establishing and maintaining effective working relationships with colleagues and stakeholders

how to ensure communications are appropriate and effective

how to identify and present information accurately, concisely and effectively

the processes and protocols that affect the way different organisations and stakeholders work together

the interests and concerns that motivate colleagues and stakeholders

the importance of consultation

how to deal with conflicts of interest

the various legal and other requirements that must be complied with

how to evaluate working relationships to make improvements where needed

Learners should be encouraged to consider and summarise the work of event organisers of both large and small scale. They could be asked to consider two contrasting types of event and to identify the different stakeholders who would be involved in the events, for example local community groups, event sponsors, performers, contractors and sub-contractors. A further list could then be developed of potential colleagues with whom the event organiser would work, such as security professionals, local authority officers, emergency services officers. How might the influence of stakeholders change depending on the type or scale of event? What type of consultations might be needed for the different events? Learners should be asked to consider the possible concerns, such as noise, environmental damage, social disturbance etc, of different stakeholders to one or both events – this could be via role play with learners taking on the roles of the stakeholders and the event organisers.

Learners could explore the range of working relationships that would need to be in place for the events by developing a mind map, showing the interrelationships between colleagues and stakeholders. The mind map should include communication methods used between the range of personnel with any restrictions that might apply.

Knowledge of working relationships in event management, gained through active involvement rather than through a purely theoretical context, is key. Wherever possible, learners should have the opportunity to work with event management professionals or those involved in events so that they can experience the different aspects and how working relationships contribute to the overall operation of the event. This may be through working on a voluntary basis at an event.


106

Assessment


Assessment should be planned to ensure efficient and effective gathering of evidence, through holistic tasks and activities. These should enable learners to produce valid, sufficient and reliable evidence that relates directly to the assessment criteria. Centres are encouraged to emphasise the practical application of knowledge and understanding in a work-related setting.

Evidence for this unit may include product evidence, for example records/minutes of event briefings, emails to suppliers, contractors, officials etc, relating to an event. If learners are in an employment situation or on a work placement, it should be possible to observe them undertaking event debriefings, thereby gaining direct evidence of their ability to manage working relationships, and of dealing with interests and problems.

Witness testimony from colleagues, suppliers, contractors, officials, managers and customers/visitors could be obtained verbally to provide evidence of the quality of interpersonal skills and the ability to establish and maintain effective working relationships.


Simulations, including role play, for example running an event-planning session, briefing an event team, or debriefing after an incident or issue at an event, should be as realistic as possible and should be discussed with the Standards Verifier to ensure that these are valid, fair and reliable as a source of evidence. Observation of this activity should be used as evidence.


107

Suggested resources

Textbooks

















Websites

www.businessballs.com/teambriefing.htm

Free ethical learning and development resources

www.mindtools.com/pages/article/good-relationships.htm

Building good work relationships

www.smallbusiness.chron.com/establish-maintain-good-relationships-workplace-22396.html

How to establish and maintain good relationships in the workplace




108

13 Further information and useful publications

To get in touch with us visit our ‘Contact us’ pages:

Pearson Edexcel: www.edexcel.com/contactus

Pearson BTEC: www.btec.co.uk/contactus

Pearson Work Based Learning: http://www.pearsonwbl.edexcel.com/contactus

Books, software and online resources for UK schools and colleges: http://www.pearsonschoolsandfecolleges.co.uk/contactus

Key publications:

Adjustments for candidates with disabilities and learning difficulties – Access and Arrangements and Reasonable Adjustments, General and Vocational qualifications (Joint Council for Qualifications (JCQ))

Equality Policy (Pearson)

Recognition of Prior Learning Policy and Process (Pearson)

UK Information Manual (Pearson)

UK Quality Vocational Assurance Handbook (Pearson).

All of these publications are available on our website.

Publications on the quality assurance of Pearson BTEC qualifications are available on our website at www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx

Our publications catalogue lists all the material available to support our qualifications. To access the catalogue and order publications, please go to www.edexcel.com/resources/Pages/home.aspx

Additional resources

If you need further learning and teaching materials to support planning and delivery for your learners, there is a wide range of BTEC resources available.

Any publisher can seek endorsement for their resources, and, if they are successful, we will list their BTEC resources on our website at: www.edexcel.com/resources

http://www.edexcel.com/contactus�

http://www.edexcel.com/quals/BTEC/Pages/Contactus.aspx�

http://www.pearsonwbl.edexcel.com/contactus�

http://www.pearsonschoolsandfecolleges.co.uk/contactus�

http://www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx�

http://www.edexcel.com/resources/Pages/home.aspx�

http://www.edexcel.com/resources�


109

14 Professional development and training

Pearson supports UK and international customers with training related to Pearson BTEC qualifications. This support is available through a choice of training options offered in our published training directory, or through customised training at your centre.

The support we offer focuses on a range of issues, including:

planning for the delivery of a new programme

planning for assessment and grading

developing effective assignments

building your team and teamwork skills

developing learner-centred learning and teaching approaches

building functional skills into your programme

building in effective and efficient quality assurance systems.

The national programme of training we offer is on our website at: www.edexcel.com/training. You can request customised training through the website or you can contact one of our advisors in the Training from Pearson UK team via Customer Services to discuss your training needs.

BTEC training and support for the lifetime of the qualifications

Training and networks: our training programme ranges from free introductory events through sector-specific opportunities to detailed training on all aspects of delivery, assignments and assessment. We have designed our new network events programme to allow you to share your experiences, ideas and best practice with other BTEC colleagues in your region. Sign up to the training you need at: www.edexcel.com/btec/delivering-BTEC/training/Pages

Regional support: our team of Curriculum Development Managers and Curriculum Support Consultants, based around the country, are responsible for providing advice and support in centres. They can help you with planning and curriculum developments. If you would like your Curriculum Development Manager to contact you, please get in touch with your regional office on: 0844 463 2535.

Your Pearson BTEC support team

Whether you want to talk to a sector specialist, browse online or submit your query for an individual response, there’s someone in our Pearson BTEC support team to help you whenever – and however – you need:

Subject Advisors: find out more about our subject advisor team – immediate, reliable support from a fellow subject expert – at: http://www.edexcel.com/About us/contact-us/Pagessubjectadvisors

Ask the Expert: submit your question online to our Ask the Expert online service http://www.edexcel.com/about us/contact-us/ask-expert/Pages and we will make sure your query is handled by a subject specialist.

http://www.edexcel.com/resources/training/Pages/home.aspx�

http://www.edexcel.com/btec/delivering-BTEC/training�

http://www.edexcel.com/About us/contact-us/Pagessubjectadvisors�

http://www.edexcel.com/about us/contact-us/ask-expert/Pages�

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